The accommodations for each focus student were all based on their individual needs. For example, my first focus student was an English language learner, who I knew struggled with spelling vowel team words. In order for her to complete the four square activity, I knew she was going to need a personal handout with “ee” and “ea” words and their illustrations. She was able to complete the whole assignment using the handout, and for the second vowel team word, I noticed she came up with her own word that wasn’t on the list. I knew my second student was going to have a little trouble with the lesson objectives because he has a hard time with phonics and is below benchmark. I wanted to make sure the accommodations I made for him were really going to help him. For the four square activity, I decided to give him his personal anchor chart. I also modified the activity by only making him pick one vowel pair instead of two.For the decodable book, I gave him a bookmark, so he can track the words better. His personal anchor chart really helped him for the four square activity. He really tried his best and was able to complete a sentence using the vowel team. I think something, …show more content…
He gets distracted very easily and it’s hard for him to stay focused for a long period of time. I knew the hardest activity for me to stay focused on was going to be the decodable book. I decided to make him a word tracker (I got a note card and cut a square the size of the words in the book) this helps him focus on one word at a time. I also modified the four square activity by having him only do three squares instead of for. This actually worked very well. I have him the opportunity to pick which squares he wanted and he was engaged in the activity. I only had to remind him to stay on task a couple of times.Something, I would do for my next lesson is look up more strategies, I could use that deal specifically with his
To improve Jarrod’s fluency scores a variety of instructional strategies will be employed. First, Jarrod will receive one on one fluency intervention at his instructional level. Jarrod will be given explicit instruction
This is a reading intervention classroom of six 3rd grade students ages 9-10. This intervention group focuses on phonics, fluency, and comprehension. The students were placed in this group based on the results of the DIBELS Oral Reading Fluency assessment. Students in this class lack basic decoding skills.
There are numerous activities that can be employed to augment Hunter’s existing comprehension skills and aid in his critical thinking process. This instruction can include having him create graphic organizers of the text, summarize the text, answer different questions related to what he read, and rereading a text. Another strategy I recommend is having Hunter do some word-comprehension activities. Introducing him to an unfamiliar word and having him try and figure out what it means based on context clues of the surrounding words will deepen his ability to focus more on what a sentence is saying as a whole rather than on individual words that may present a barrier to his understanding. A third recommendation I have for Hunter is having him listen to an audio version of a book either before or after he reads it to once again help him develop an understanding and appreciation of context. I also recommend that Hunter work on his understanding of punctuation and his ability to recognize and utilize pauses indicated by periods, commas, or other marks of punctuation during his reading of a given text. I feel that maybe he tries to go too fast and needs to work on slowing down, taking his time, and fully understanding everything that he has read. As I have already stated, Hunter appears to be a very strong reader but, as with everything in life, there is
While the reading assessment will be different for all students I learned that I must be attentive to the student and what they say, also I learned that even if the student gets frustrated I should not aid in the reading that is in front of them. Instruction for the students should be clear and precise; I believe that every student should have their own Vocabulary Dictionaries in the classroom. I believe that this will aid the students so much in the way that they will be able to acquire harder words and each students will be different, they will be able to have fun with it as well as learn at the same
The teacher implemented that this was ok. In the beginning of the year, Cassandra was able to use picture clues when she was having a difficult time reading a story. Ms. Perez helped Cassandra with her reading in different ways. Cassandra was able to become a fluent reading because the teacher used guided reading, partner reading and independent reading with Cassandra. Cassandra was able to make progress because she was influenced by practicing with books she knew and with books that she was not so familiar with. She also did activities that reinforced her reading like for example she was learning how to blend words. The way Ms. Perez worked with Cassandra really helped out Cassandra in the end of May because Cassandra was able to use for strategies when she read. For example, Cassandra was able to sound out words, self-correct herself when reading and use picture clues to sound out words. Also at the end of the school year, Cassandra was able to connect her reading with writing out
This is why I would focus on a word study instruction that incorporated diagraphs for this particular student. This assessment process using a spelling inventory was new to me, and I did not fully understand the process in the beginning. I was a little confused with the students familiarized of the th and sh sounds in some words, but not in others. This caused me to second guess the stage I was going to place her in until I received clarification on the various ways that students may spell words correctly from
He has to wear a hearing aid and I must wear a device around my neck that helps him hear better. My second focus student has no special needs and is an overall good student. My third focus student also has no special needs and is a good student who sometimes needs a little more guidance with instruction. All three of these students chose to write about the debate, reading whether slaves should count as representation or not. My first focus student received a grade of 9/10.
You differentiate instruction, recognize individual children’s needs and struggles and adjust teaching to meet the needs of all the children in your class. Recently you recognized a group of children’s ability to identify letter sounds. You adjusted your teaching to meet there needs by inviting the children to help you create a list of words focusing on letter sound
For this assignment, I had the pleasure of working with the same student I worked with for the first assignment. My student is in second grade and I well be referring to her as J.R. While working with J.R., I assessed her using four different assessments and I really got to understand her as a learner. This assignment was different from the first assignment because I was able to dig deeper into her literacy knowledge and I was able to identify many of her strengths and areas of need. I feel like I understand J.R. a lot better because I now know about her personally and educationally.
First I would work with Connor using interactive guided reading, which is strategy that uses a different mode of reading than just independent reading or a read aloud. As the students read, “the teacher observes and coaches them through their use of strategies.,” (Cooper & Kiger, 2014 p.33). Throughout Connor’s running record, he tended to either forget that sounding out words was one of his strengths and would give up. Other times, he would create his own word in the sentence that would not fit the meaning or structure of the sentence. With interactive guided reading, the teacher could remind Connor to try sounding out the word, go back and reread what he just read, or use context clues while reading, etc. Throughout the reading the teacher can stop and discuss
The teacher has been using district reading series, cooperative grouping for reading activities, using card to follow while reading, cueing before asking questions as well as sticker chart for hand raising and working while in his seat, which has helped.
Summer vacation, and school ends for about three months, and then you have as much fun as you can, then back to school… right? Well I had to go to summer school, but it wasn’t as bad as I thought it would be. Everything was going fine, I had a job after summer school, and that was going fine as well. They say that summer is supposed to be fun and exciting, and it usually is for me and my family. However in July my father started coughing up blood. My father usually doesn’t make it his top priority to go to the doctors, so he waited about four weeks until he really didn’t feel good.
One possible strategy that Ms. Thomas could try is on the days her student specific aide is not there, perhaps one of her peers in the class can step in and help Jodi with classroom activities. Peer mentoring can be defined as a helping relationship in which two individuals of similar age or experience come together informally, or formally through formal mentoring schemes (Beltman & Schaeben, 2012). Another possible strategy that can benefit Jodie on doing the reading assignment and questions is putting her and the entire class in small groups and have them work as a team. Ms. Thomas is aware that Jodie reads at a second-grade level so she needs to create a learning environment where Jodi can achieve and be successful. According to the case, Jodie seems to have an interest in the planets and the solar system. Ms. Thomas should find a book on the solar system and set-up an after school or before school reading program where she can work with Jodie one on one with her reading. Students will be motivated if they can read something they like or
Each classroom is has its own unique characteristics containing contrasting strengths and weaknesses that classroom unique from another. Every teacher in their classroom has the best intentions of helping everyone within their classroom in whatever manner you can. Yet the reality is that with various constraints for teachers, such as time and assessment pressures it can be very difficult to attend to each student needs within a classroom. Identifying a focus group of learners in your classroom can help to use time efficiently to focus on a key aspect of learning. What then becomes burdensome is identifying which group of students to prioritise as being a focus group. Through identifying a focus group a teacher will endeavour to equip as best
My reason for this is so the student would be able to sound out the words or use context clue by looking at the pictures that the book provided. I pulled one student aside where it was quite and no distractions. I instructed the student to use her finger from left to right as she reads the sentence on each page. She mastered this very well. As she was reading through the story and came across a word she didn’t know, I noticed that she would look at the picture and then say the word. I would then tell her to sound out the word so she would actually read the word and not just guess by the picture. There were a few times where I had to help her sound out a few words from time to time. As she was reading I noticed that some of her pronunciation was a bit off. You could definitely tell that she was born and raised in the south. Unfortunately, the student picked up some bad habits of using the wrong pronunciation and it has affect her the way she