Shavanda's Pride In The Classroom

The student I worked with is in 5th grade. We did a DRA on a story called “Cry Foul”. This is a great assessment to assess a student’s reading ability in order to enhance his or her literacy achievement. I learned many things about my student that he likes to read adventurous books and books regarding sports. He wants to become a better reader by enhancing his understanding and vocabulary of the text. It’s also a bit difficult for him since English is his second language and a year ago he was taking ESL classes. It’s amazing that he has great goal settings that determines that he wants to become a better reader. The things that I observed about the student is that his oral reading is fluent since he had about three miscues in which one was

She is able to meet more students’ needs than she would be working one-on-one. She also creates reading stations and activities that will support their development as well where there are support activities that are specific to those guided reading groups. She evaluates students each nine weeks through PALS, a phonological awareness assessment, to see their growth along with problem areas that still exist. They also do Fundations as part of their curriculum to help students, but wishes she had more time to use this system with students.

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

The concept of pride can be taken two entirely different ways. The narrators own pride drives him to cruelty towards his own brother. After teaching Doodle how to walk and showing his family, he says “I did not know then that pride is a wonderful, terrible thing a seed that bears two vines, life and death.” This quote begins to become even more relevant throughout the story as the narrator comes to terms with his feelings toward Doodle’s disabilities and the opinions of his own peers. The narrators self-pride drives him to teach Doodle how to walk for the sole purpose of trying to make him seemingly normal. At first walking is even strenuous for Doodle, but the narrator continues to push him. The same goes for teaching Doodle to run, swim and

Teachers routinely monitor and assess the reading levels and progress of individual students. This ongoing evaluation directs and informs instruction.

Versyrus is a repeated kindergarten student attending Lake Forest Elementary School of the Arts and Sciences. He is receiving academic direct services with accommodations in an inclusive classroom. Versyrus is a very kind and friendly person who is very sensitive to the needs of his peers. However, he is very kind and friendly, Versyrus will completely shut down when frustrated. His academic strength is reading. He has excelled to the point of being on grade level. According to her i-ready results, Versyrus Test 1 and Test 2 overall scores increased from 338 to 370. He made a 32 point gain. He is on grade level in the areas of high-frequency words, vocabulary and comprehension informational text. He is able to recognize a few level K

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

was taught to read by her mother. She attend a segregated, one room school in Pine Level,

She said she often does not understand what she is reading and she does struggle with vocabulary. She says her mom is always trying to get her to read more. She does read some books online she said but usually does not read anything beyond required school

The mother explained she cannot read or write in the English Language, but her son’s older siblings can and try to help the younger sibling. The two older siblings have been very successful throughout their educational experience and have not struggled as the younger. She stated that her son as no desire to read at home, and completing homework is an everyday struggle with him. This student is in Tier 3 of the Response to Intervention (Mesmer & Mesmer, 2008) process, and has been referred for testing for special education services.

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

able to successfully improve her reading skills over the next five school years, not only

According to classroom observation and Woodcock Johnson results, the student can identify easily 4th-grade words. She can also read and write basic sentences fluently. Independent Functioning:

Many students around the United States have reading difficulties, which can be due to a variety of reason such as: low socioeconomic status, family history of learning disabilities, a neurological disorder, limited exposure, etc. Reading difficulties can lead to further problems with education and learning, therefore the struggles should be addressed and intervention techniques should be implemented promptly. The interventions need to be individualized for the student based on their needs in order to improve the student’s reading to the best of their abilities.

low sixth grade level. When reading with Christan I noticed that she reads very quickly and she