SOM Teacher Observation

As you can see, Student 1 increased their score four out of the six times on their weekly comprehension skills check from their basal reading series. However, that student did not reach proficiency during the 6-week intervention period. This student did not reach the benchmark goal for the DIBELS Daze assessment, but did increase their score from January to May by six points.

▪ phonemic awareness /oral language: The student is scoring very well in phonemic awareness/oral language. He was able to get 10 out of 10 in sounding out words. He was also able to identify and say almost the entire alphabet.

His goal has been partially met. Josiah is able to state his first name upon request, but not his age. He would generally say "7" (partially met obj. 1d). He uses carrier phrases (i.e., I want...., I need....) to express his wants and needs (obj. 1a-met). He is able to identify and produce some pronouns correctly, however, he still needs to work on this (obj. 1e). Josiah inconsistently produces and identifies targeted theme based vocabulary words (not met obj.c). He continues to have some difficulties answering what and where questions (obj. 1b), he will sometimes go of topic or tell me what is "not" happening in the picture/story.

I scored the listening and talking topic at 6.67. Helping children understand language received a score of seven because the staff uses a variety of words, including sight words and high frequency words. The staff also does a

This student may need extra support to understand the meaning of words or what is expected of them. If they are particularly bad at English you could provide things such as flash cards and labels on items to help them learn. You could also encourage some more extrovert, friendly, 'wise' students to befriend them to help with their language.

The Word Reading subtest measures his speed and accuracy in word recognition. His results show he is in the 12th percentile and his standard score is 68.

The first assessment we completed was Fry’s First 100 Words on October 13, 2015. On this day Peyton read 80 of the 100 words correctly and self-corrected once. When we retook this assessment with the same words on December 2, 2015, Peyton increased his number of words to 85 out of 100. During this reading Peyton took his time to sound out and segment words together. He self-corrected mispronounced words 6 times. It is apparent that having Peyton work with his special education teacher, myself and Mr. Trujillo has helped Peyton on his decoding and blending

[The formal and informal assessments in the learning segments provided direct evident throughout the learning segments as I was able to incorporate relevant and meaningful assessments with my students. In the first lesson, students will be assessed through an observation during the anticipatory activity. I will use a Smart Presentation in this lesson and have the students determine which items have the greatest/least quantity. I will collect the data using my clipboard. In learning experience 2, students will, again, be observed. I will use a checklist ensuring students are able to read quantities from left to right as well as being able to recognize the three key vocabulary terms for this unit –

In order to have experience myself with fluency testing, I had to administer few assessments to Daniel. He was cooperative with testing, every time I asked him to. They were short and at the end I would give a treat.

In the intervention after helping him with his vocabulary and introducing the interventive technique I will record how many words he gets wrong with the tally marks on the form same as I did for baseline. Ja’Von will hopefully be reading with 80% fluency after the end of the intervention.

Several individualized educational evaluations were submitted for review. The child verbal comprehension IQ of 90, fluid reasoning IQ low average 88, general ability average 91. It was noted that Rafi has speech therapy services which are needed to be continued. It was recommended that the child be an integrated co-teaching classroom. He is also to extended time, breaks, separate location in room, task focused prompts during testing conditions. The child is classified as having a speech and language

In monthly vocabulary, he is doing ok. I've realized that he knows the concepts, but he gets nervous and he simply refuses to participate.

The following data was gathered while fulfilling duties as a principal intern at Theresa Bunker Elementary School. The data was observed during five to seven minutes of classroom observation as part of a walk-through in the spring of the current school year. My cooperating supervisor for my internship was able to go on these walk-throughs with me in order to have a productive reflection meeting afterwards. This elementary school has two of each grade level from Kindergarten to sixth grade. Since it was more feasible in this small school setting, I actually was able to do a walkthrough in eight classes. Here I will report my observations from five of those walk-throughs. As I went in to each room I was looking for four

Classroom observation is a main approach of teaching research. Scholars or researchers use video to record the real whole class and observe the teachers and students’ actions, words and the efficiency in the class. Though the observation, they analyze what approach is more suitable. This paper will select video 5 and video 3 as the material to do the classroom observation. Different aspects such as teachers’ responds, questions, instructions notes and students’ behavior will be addressed to analyze the efficacy of this class.

I chose to observe Mrs. Tijerina for my classroom observation. There are many reasons why I decided to observe Mrs. Tijerina. I elected to observe Mrs. Tijerina so I could see another teacher’s perspective on teaching Spanish, as she and Mrs. Fiechter are the only Spanish teachers in the school. Furthermore, I never had Mrs. Tijerina for Spanish 2, as the teacher I had left Adams Central. Additionally within the hour I was observing, there were many sophomore students that I knew personally so I was able to ask them on their options of the class. Finally, Mrs. Tijerina’s goal was to teach in a similar way to Mrs. Fiechter’s teaching, and by observing her I was able to compare and contrast the two