Elilah's Vocabulary

Thanks very much for your timely feedback and advice. We will spend more time with her and work on her social and communication skills. Please connect me and my wife to the student’s services at Westmount, we would like to talk to them first then talk to Anh before connecting Anh to student services.

Karyss is a 2nd grade, who has repeated second. She will be turning 8 in August. She has an individualized education plan in place to support her writing and reading comprehension. As of April 29th, she started coming to for support with number sense, multiple step word problems and fact fluency. Her math grades have been three all quarter long. Cognitively, she has an even profile: General Conceptual Ability = 95 Average, Verbal = 96 Average, Nonverbal Reasoning = 96 Average, Spatial = 98 Average. These scores show that she has the ability perform on a grade level task. On the Second grade CASE 21, which is a county benchmark assessment she scored two at 39%.

Jasmine Keller is a fourth grade student who has been monitored and reported as a student at-risk. Jasmine has a, “weak short-term memory that affects her involvement and progress in the general education curriculum in the areas of reading decoding, reading fluency, reading comprehension, spelling, and math calculations. Her reading level is at second grade. Broken down word recognition is at an equivalent of grade 1.7, and comprehension at 1.3. She has relative strength in vocabulary. If given classroom assessments with a screen reader she is very successful. Her writing skills assessed to be uneven with only weak spelling skills, which is at a first or

She started to write and she followed my instruction. I supported her in spelling and punctuation as well and I always reminded her capital letter after full stop. After 35 minutes she was

She requires maximal assistance to follow the class schedule and complete written schoolwork, but the recent addition of using a communication board had helped.

Hahn, age 14, is a Level 3 ELL who was born in China and moved to the United States when she was six years old. Her life does not fit the typical linguistic and socio-emotional development of an adolescent girl. Teacher’s First (2016) defines Level 3 ELL as,

Her mother received a BS in Child-Life Development at MSU and her father earned a Business Management of Sales at Rasmussen. Her mother never had any educational problems while she went to school. She always enjoyed reading and was advance compared to her peers. Nealy’s dad did struggle at school, he had to repeat 2nd Grade. Nealy’s mom didn’t know that her husband struggled with reading until Nealy was born. At night when Nealy’s dad would read to her, he would skip over words and would sound extremely “choppy.” According to Nealy’s mother, her husband claims he can read fine when reading to himself, he just “can’t read out-loud.” Therefore, Nealy’s mom does the majority of the bedtime reading to all their children. Nealy’s mother is an in-home daycare provider and her father co-owns a Bio Wood Processing Business. Since Nealy’s mom is a daycare provider, she works with all her “kids” on reading and writing every day. In the summertime, there is less emphasis on academics and more on outside exploration and

Also it may well be useful for you to encourage her to take advantage of the student counselor services and maybe tutorial help, especially with, for instance, study skills, language development and social skills. I notice that you mention the possibility of her seeing a counselor later in your reply. Good.

An important variable in a student’s reading ability is their knowledge and use of various reading strategies such as inferring, questioning and evaluating (Paris, Wasik, & Turner, 1991). Initially Dana should work specifically on monitoring/clarifying while she reads, she seems to understand when something doesn’t make sense and she should be taught how to fix her reading when it doesn’t such as backing up to re-read, cross checking and checking for

Yanni is a 9th grade student who has difficulty keeping up with classmates of the same age in a developmentally appropriate learning environment. Yanni has extreme difficulty with comprehending what he reads. Since he doesn 't monitor his comprehension when he reads, he doesn 't recognize when he is "getting it" and when he is not. He works at a much slower pace than other students and requires extra time to complete certain tasks; he never forgets to do his homework and has no difficulty with planning. Yanni has a hard time remembering information - memorizing is very difficult for him. This leads to poor recall of facts, as well. Yanni prefers math to ELA. However, he continues to need encouragement in math. He often gets confused in math and cannot communicate his thinking. His basic math facts are not yet in

She has been paired with a peer to assist with reading directions during work time in all subjects. She also exhibits trouble organizing her time and space and sometimes does not go back and complete unfinished work during time allotted in class. She often hands in unfinished assignments and forgets to bring homework home. When asked, she says she didn’t remember that she hadn’t finished the work. She does not use the assignment list that is posted on the blackboard every day to help her get the materials needed for homework unless the teacher goes over it with her individually.

Addison’s mother feels that Addison is not a proficient reader. She feels that Addison is a slower reader. Addison’s mother stated Addison sometimes struggles with longer word and can’t keep the flow of the sentence, but acknowledges Addison’s comprehension is a strength when mom does a read aloud with Addison. She frustrates easily when reading multisyllabic words because she lacks decoding skills. Addison enjoys reading books to herself and to her younger siblings, but often lacks the motivation to read independently. Typically, Addison reads 10-20 minutes every day at home. Addison’s parents are very supportive and stress the importance of reading. Addison has a public library card and the home has a wide variety of reading materials in the house.

She does show weaknesses in Working Memory, Passage Comprehension and Math Fluency. These results are supported by her teacher’s since they have reported that she works more slowly than most students on math assignments and has difficulty decoding words and with fluency in reading.

Dr. W. Beals when meeting him at the Austin Meetup explained to Piper and several other students. The instructors would rather the students speak up if they don't understand, than to leave at the end of class feeling even more confused. From now on, I hope that Piper will let you know when you do ask if everyone understands, regardless of how many YES responses you get from others, to actually tell you she still doesn't quite understand. She is worried of course and we discussed this, that the other students will think she isn't smart enough. I thank you for the advice you gave today. Even if you only have 20-30 min just before her next class in your office hours for her to utilize, I have pushed for her to go, be prepared with questions when

Whenever she receives an email from any of the teachers she usually replies it and asks questions related to what she could not understand (e.g.: Teacher, what does Rgds mean?) Although she is very motivated, during the lessons she prefers to be nominated for activities. Whenever talking to the teacher, she often asks for feedback and after making a mistake, she tries to say it again until she feels she understood it.