Brown Bear Assessment

For the ABC assessment Chase was not interested in this activity. It became difficult after three lines of letters to have him continue, even after separating the assessment out. Chase’s scores were low for the alphabet he received nine lower case letters and eleven upper case letters. I do think however that for being three years old that this is not bad. I think he is more advanced than a lot of children. With reading Brown Bear, Brown Bear, What Do You See? I had originally intended to read it to him and ask him different words such as the colors. Before I could give these instructions he decided he would read me the book instead. This was interesting to see first-hand; it was exactly like a video we had watched in class. Chase knew almost

every word but it was clear he was not actually reading. As he told me the story he used his finger to skim from words on the page in no order. He was mocking what his mother probably does at home when reading.
Chase is a bright child; he is articulate and mature for his age.

He exceeded my expectations for only being three years old. With reading books he chose stories that were more mature than his age. Chase chose Brown Bear, Brown Bear, What Do You See? and Where the Wild Things Live to read over more simple books. I noticed however with writing his name on a tracing worksheet he wrote his name up the left side of the page. There was no organization to forming his name. However, he did write out the letters in correct order of his name, just not on the page correctly. I feel this has to do with his age and development with

writing.
Chase informed me that his parents read to him often. It seems from what he has said that they are very active in his education. Chase is also a single child. I believe this also affects his education because his parents have more time to spend solely focused on him. His parents and grandparents are engaged in his life. He told me that his grandparents often take him to the park or the children’s museum. I believe this has a major influence in his life and how he learns. I believe if chase did not have the parental involvement that he has his intellectual level would not be as advanced as it is.
Chase loved tracing and coloring.

I brought work sheets with the alphabet in upper and lower case inside a train that was used for tracing letters. Chase loved this activity, and being able to write with markers. I noticed that his ability to trace seems to be about average. He rarely wrote outside the lines. Also, chase loves books and reading. I chose Brown Bear, Brown Bear, What Do You See? as one of my books and he informed me that his mother reads this to him frequently at home. I was glad that I chose a few books that he was interested in.
I found out that chase is very particular about his hands and getting them dirty. One of my activities was to spell letters with a bag or yellow jell. Needless to say, he did not enjoy it or was impressed by this activity. It took some convincing that he would not get his hands dirty if he touches it. In the future I will not be doing activities where he has to get his hands potentially dirty. Also, Chase did not like the letter assessment. By the end he was over it and did not want to participate. I think I will try a different approach for assessing lower and upper case

letters.
If I had to opportunity to adjust my lesson I would make a few adjustments. I would first like to have incorporated Elmo into my lesson since this is Chase’s favorite character. I feel by incorporating Elmo chase would be even more interested in the lesson. I feel using Elmo to work with letters will be key to getting him to be more willing to participate. Secondly, I would like to incorporate a game with a focus on sounds rather than the letter. Chase seems to better recognize sounds of letters better than letters themselves. Other than these changes I am happy with my lesson and the results of it.