Jonann Strengths And Weaknesses

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

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

Strengths: Sebastian instructional reading level is independent for the level book I used for him, Pre-decodable for early kdg. He read 100% correctly and with automaticity,

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

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.

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.

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).

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.

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

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

Ziva, a boisterous third grade student, is quickly disheartened after taking and failing her Accelerated Reading (AR) comprehension test for the second time this week. This is not the first time Ziva has failed her AR tests; in fact she fails them every week. Not only are these low scores impacting her reading grades, but they are detrimentally affecting her self-efficacy and desire to enjoy reading.

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.

Reading Comprehension- Jennifer told me that she is able to understand only the basics of English, but she is not able to understand big/difficult words. She does not like to read and she does not read too often. Jennifer only reads when she needs to read in school, but she does not read outside school. As far as I know, she is not doing well in the class and she is been getting F’s since she started the school year. Her tests scores have been very low and one reason it could be that she does not comprehend everything that she is reading. Due to the low scores, I would also consider her reading comprehension as an Intermediate level because she understands the basics.