1st client: JoAnn is a 3rd grader, her strengths are that she can read, and she like to read any book about parks, Alice in Wonderland. She can read the list of words out loud, she could read and spell a lot of the words on the list. The Durr list words are great at, she could read the list of words, and she remember some of the words from last year’s sight words. Another strength would be that she could also spell most of the words on the list.
JoAnn concerns that I had for her was that when she would come to a word that she could not say or sound out, she would just skip over that word and go on. Some of the questions she could not understand, even when the questions are explained to her in detail. Her strengths outweigh her weakness so
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Olivia did great in reading the little story as in “The Lost Candy (Reutzel and Cooter, 2015),” on this reading she got it all right. Oliva answered all questions correctly and could tell me what every word meant. This student can read with accuracy with correcting herself, another strength are that she loves to read for the knowledge of it.
The concerns that I have for Oliva is that when it comes to her reading upper-level reading she believes she cannot do it. Oliva’s does have the accuracy and the wanting too, but she stands in her way with reading, vocabulary.
3rd student- Stormy
Stormy is in my class this year, and so I know her strengths are that she loves to read just about anything she can, she is in the advanced level of reading and vocabulary group. On the oral language reading test, she read all three stories and told each story back to me. She does very well with speaking clearly and with great ease, Stormy said that her mom read to her as she grew up. Another strength that she has been that she has great writing skills, reading skills and sounding skills and she can spell all the challenge words each week. She is at a fifth grade level for reading, writing, and math. Stormy loves to read out of the Reading Street Book (Pearson,
Resource teacher reports that Shavanda is currently able to read independently at the kindergarten reading level with satisfactory results. She is able to answer comprehension questions at the first grade reading level with assistance (the story being read to her by the computer or with a group of students with adult help) with 80% accuracy. She is able to show up on time to class by following her schedule that
Jennifer has a history of difficulty with early reading skill milestones. She had difficulty learning the letters of the alphabet in kindergarten as well as trouble with initial sounds, sight vocabulary and rhyming. Her overall language development was
We will continue to strengthen her application of using context clues to determine word meaning as well as making inferences and drawing conclusions based on the elements of poetry. While at times she struggles with analyzing text/questions carefully, I have seen excellent growth. With continuing interventions in the classroom, Isabelle will continue to grow in reading carefully/ finding text evidence to answer test questions. Isabelle's writing continues to improve! She has applied appropriate strategies to her persuasive and imaginative pieces. She continues to progress in organizing her thoughts and locating the topic sentence and supporting details. We will continue to work on editing and revising her work and looking for minor errors in punctuation, capitalization, and spelling. She has a growing understanding of math concepts such as fractions, geometry, and measurement. I would like for her to continue challenging herself with multi-step problem solving, but I am seeing excellent growth and am very excited about her progress! I am always inspired by her enthusiasm for math! Problem solving will continue to be addressed in small groups and multiplication/division fact practice would be beneficial at home. Isabelle has shown enthusiasm in science and social studies during our PBL units over Diversity, Force & Motion, Light/Sound, and
Alex’s independent level is estimated to be grade 5, her instructional level is estimated to be grade 5.5, and her frustration level is grade six. Alex scored 10/10 on the grade five-word list and 6/10 on the grade six-word list. She exhibits good decoding skills and is at grade level for word recognition. Next steps are explicit instruction in reading multisyllabic words, short and long vowels as well as vowel teams (digraphs and diphthongs).
Joy is 14 years old female and is an eighth grade student at a private Lutheran school. The school consists of grades six through twelve. Joy has attended the school for the last two year. Currently, Joy does not receive reading services of any type. Joy’s work is not modified or adapted in any way. She participates in all reading activities with her peers. Joy plays the euphonium in the band at school.
This is simple and quick way to assess verbal fluency, and would be suitable for Marjorie as she has had sufficient education to perform optimally in the task if she did not suffer from any pathological cognitive impairment.
Reading- Aiden is able to independently identify four of the first set of ten survival words (walk, don’t walk, exit, stop) and is progressing on identifying the second set of ten survival words. Aiden has made more progress in identifying the key details in a story with the use of visuals. Quite often Aiden will just pick up the last item read to him, or pick from the left. When a new book or story is introduced at circle time Aiden enjoys looking at the pictures. Aiden is not yet turning one page at a time in books but he does right a book when handed to him upside down and backwards 3 times
Student A is a fifteen year old, tenth grade student with reading and language processing difficulties. Her grades range from A's to D's. She participates in class discussions but rarely asks for assistance when struggling.
Genesis is a ten year old African American female and is in the fifth grade. She lives in a low income neighborhood with her Grandmother whom has sole custody. While Genesis’ Grandmother would like to play a more active role in her granddaughter’s education, she works a full time job and has health problems that prevent her being able to drive. Genesis was in my fourth grade Read 180 class and is with me again as a fifth grader. I selected this student because she is strong in phonemic awareness, yet her writing scores are weak and she needs the most individualized support in writing.
My family places a high importance on education; this is why my grandparents pushed me to learn to read and write. Since they did this, I also want to instill this into my little sister, Kaylee. It seems like my grandparents always pushed me to do my best, because of this, I could read at a very young age, but not without their help, guidance, and reassurance. I have loved to read for as long as I can remember, and I am blessed that my grandparents shared their love of reading with me all those years ago. Now, my little sister, Kaylee started learning to read. I love sitting with her as she stumbles through the words, trying to make everything sound correct. I hope I am able to pass on my love of reading to her, just as our grandparents did to me.
Ziva’s Fountas and Pinnell running record data indicates that Ziva reads on grade level with 110 words per minute and 99%-100% accuracy, but achieves limited comprehension. What Ziva’s teacher fights to understand is how Ziva can fluently read with near perfect accuracy, yet fail to comprehend what she is reading. Ziva is not alone; studies show that many students struggle with reading comprehension.
Listening Comprehension- Jennifer does not have a good listening comprehension since she does not understand the lecture. The teacher always needs to give her time during class because she does not understand all the material. She says that she understands better when she reads than when she is listening. Again, I would consider that her listening comprehension level is Intermediate.
struggling reader. As a class read their material in pairs, I heard one little girl
Most probably her disposition makes it easy for her to speak, and difficult to write. Sometimes she can not follow the subject. She happens to digress and uses thought abbreviations. I believe that these shortfalls can be worked on, even more so because Gabriela listens and tries her best to do better next time. She has no problem with accepting constructive critique. She was always glad to talk with me as a teacher, she happened to be a great listener. Our conversations helped me understand her many interests, especially artistic ones. Gabriela reads a lot, watches movies, and visits the theater quite frequently. She is familiar with modern art and literature. She can speak interestingly, passionately even, about her
The central focus of this learning segment is comprehension. The purpose of this lesson is for students to be able to find the problem and solution while reading the text A Pencil for Tidbit and Morsel. Students will read the book A Pencil for Tidbit and Morsel independently students will need to be able to identify and analyze characters and their traits, identify major and minor events and indicate the problem and solution to the story. Students will need to show knowledge of understanding and comprehending the story while reading to answer and ask questions about the text. This will be done in a small group setting, there will be five students present during this learning. I am teaching this to strengthen and grow student’s comprehension and reading skills.