Elilah's Vocabulary

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.

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.

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%.

When her mother takes her to the library she is happy to get cool new books. She prefers to read alone so people will not distract her. She dose not mind helping others read, for example she helps her classmates pronounce words. If she were teaching her

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.

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

As a child I began reading in first grade. I have never had any reading difficulties or struggles. By the time I was is second grade my mom had to threaten me nightly, grounding me from books because I would get lost in the stories and stay

This is Osha she is my gifted student and she is very goal oriented. Osha lives with both her parent Ocean and Ordain and their dog Oliver. Osha has a high IQ of 132 she is learning 8th grade level math and English as well. Osha’s favorite subject is English of course her favorite thing to do is read she says it gives her an escape. Osha says her favorite book is Matilda because she’s supper smart just like her. Osha has trouble fitting in with the students because she goes back and forth for classes and is learning at another level in some classes. As a result she is somewhat disengaged in my class so I partnered her up with a boy from the other 5th grade class who has the sane interest and socializing issues as her. This seems to have helped

<Instructional> Introduce more complex reading levels, Work one on one with her to begin writing story summaries and identifying the main idea.

Based on my observations of the assessments, K.M lacks proper fluency and comprehension skills. In addition, based upon her continuous pausing while reading, I can indicate there is a speech area of concern. K.M. battles with making the accurate connections needed to produce reading comprehension. She often appears lost and completely off topic. Although K.M. displays vocabulary understanding, there is a misinterpretation of linking the vocabulary meaning to the actually passage/text being read aloud. Furthermore, K.M. when uncertain about an answer tends to guess a whole heap. The fluency levels show a slight growth, however it is not a huge jump. K.M. assessment indicates she is reading below grade level (2nd grade) and needs intervention

Valerie was doing wonderful with reading and comprehension. However, in October 2013 while in first grade, Valerie had an accident in school with a door severing her finger. She was out of school for about 2 weeks and when she came back it was no longer the engaged student that I saw in the beginning of that school year. After discussion with her teacher Mrs. O’Connor about possible evaluation, I was advised we should hold off on the evaluation because it could have been a phase due to the

Daivik reads at his grade level. He loves reading Dr. Seuss’s books. Just last week we went over to observe and help him out with his reading. There were 2 reading books on the table one of the book was Dr. Seuss and the other one was a requested book for him to read. Daivik choose Dr. Seuss book, he read fluently and also decode the words. He knows how to turn the pages from the front to the back of the story book. He also could identify

Try using books on tape or watching videos to help teach children how to read (Moragne 56). Avoid lectures and note taking and give the child extra time to work on homework (58-61). Help the child build a positive self-image, and help them set responsible goals that they can accomplish (75-80). Give that person help with their homework, simple accomplishable instructions, and help them find a hobby (70). In school, seat children with dyslexia at the front of the class so they can focus better and the teacher can provide better structure (61). For tests, give that child extra time to work on it or make the test oral (57). Make a list for the child so they do not forget to do anything (Moragne 46). There are four steps to teach a child with dyslexia how to read: teach them to recognize the words, let their vocab expand further, let them become familiar with the letters and the sounds of the alphabet and words, then let them decode the ability of words (Bronswick

Mary Smith has been struggling with her academics and speech abilities. She is currently getting extra help in reading and math once a week, as well as going to speech therapy once a week. In my field class I have two students that I take out into the hall every Thursday. Both students are behind in reading so I give them extra time and attention. Mary Smith and my two students in the classroom both need extra attention to get the correct amount of help they need. My host teacher shows deliberate practice by having the kids read a story every day during quiet time to help improve their reading skills. The practice is key because practice is a sure way to become competent. She also helps the kids with growth mindset during reading time because

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.