A Student's Strengths and Weaknesses: A Case Study

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A. Student Strengths and Weaknesses Data on student has been read and analysis has been made. Student strengths and challenges (weaknesses) have been identified. List areas of strength and weakness in all domains  Phonemic Awareness o Strengths: Tristan is at an Independent level in the 1st grade reading list for the San Diego Quick Assessment. He can accurately read all words in this list, with no errors. Even at the Frustration level, Tristan was still able to pronounce all consonant clusters. The student’s reading level as stated by the San Diego Quick Assessment of Reading Ability is the last grade-level word list in which the student reads eight or more words correctly. As indicated by the results of this assessment, where each word list contains 10 words, Grade 1 was the list in which Tristan read all words correctly. o Challenges: Tristan was able to pronounce all sight words on the San Diego Quick Assessment Form, but didn’t seem to get the words that were more challenging that would show his phonemic awareness. The words missed in the 2nd grade word list were mainly multisyllabic words. Tristan was only able to read 5 words out of 10 correctly in his grade level.  Phonics o Strengths: While looking at the Elementary Spelling inventory, it is clear that Tristan can write the correct beginning consonant for each word. He correctly writes all consonant clusters except for “wh” as in the word “when,” and “tr” as in the word “train.” o Challenges: While assessing Tristan’s Elementary Spelling Inventory, he only spelled 20% of the words correctly (2 out of 10). From the words provided, it seems Tristan does not know some vowel patterns and leaves out some consonants in words. Although, it looks as if he m... ... middle of paper ... ...de a clear timetable for school year for these assessments. -San Diego Quick Assessment- Once per quarter -CORE Graded High-Frequency Word Survey- Once per quarter -Writing Sample- Should be collected throughout the year to show growth -Classroom observation- ALWAYS -Direct Instruction- 3 times a week -Interview with child- This can be done through a survey, once a month -Parent interview- The parent should always be in contact. If the student is lower achieving, such as Tristan, a take home binder with concerns or strengths as well as work samples should be sent home on Friday’s. References Cunningham, Patricia, M. (2009). Phonics They Use: Words for Reading and Writing. (5th ed.). Boston, MA: Pearson Education, Inc. Gunning, Thomas, G. (2013). Creating Literacy Instruction for All Students. (8th ed.). Boston, MA: Pearson Education, Inc.

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