part a get to know student n.
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Part A:Get to know student. Parents are separated and he lives with his mother. On his mother side, he has four siblings. On his father side, he has six siblings Was held back and had to repeat 2 nd grade He does not handle redirection well and is very aggressive to his classmates .

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part a get to know student

Part A:Get to know student

Parents are separated and he lives with his mother.

On his mother side, he has four siblings.

On his father side, he has six siblings

Was held back and had to repeat 2nd grade

He does not handle redirection well and is very aggressive to his classmates.

Has a lot of behavioral issues

Read at a Level F

Spelling and writing skills were far below grade level

Does not have a lot of support at home when it comes to literacy

Parents do not read to him and he does not have books at home

Does not visit the public library and does not bring his books back to check out new books at the school library

The goal for him is to work on his letter sounds and spelling patterns to decode unfamiliar words because he does not demonstrate the ability to read orally with speed and accuracy

part b tutor student informally
Part B: Tutor student informally
  • As he was reading, I noticed he had problems with blending letters and decoding words
  • I used flashcards to test his knowledge on beginning consonant blends
  • We played goldfish with the same beginning long vowels consonant flashcards to see if he knew long vowel sounds.
  • We played the dice roll with the word family ain, ame, ake, ay, ail, and eat
  • Used the Big Box of Word Chunks and asked him to use the puzzle pieces to make words.
  • Worked on consonant-vowel-consonant words with magnetic letter manipulatives and a medal cookie sheet.
  • When we work one on one, he loves the attention and is eager to learn.
  • One of his weaknesses is his attention span. He gets bored really fast with activities especially when it comes to activities that do not involve hands on
  • His mis-behavior is affecting his learning.
part c find the general literacy level of student
Part C:Find the general literacy level of student
  • He comes in late almost every morning and is usually half asleep
  • He does not come prepare and ask his peers for school supplies
  • Instead of trying to do his own work, he writes down the answers when she goes over morning work
  • He loves math
  • He does not pay attention to the teacher and always complain that school is boring
  • He has difficult reading and does not know how to complete assignments that requires a lot of reading.
  • Benchmark: He scored a 43% in Reading, a 48% in Language Arts, and a 57% in Math
  • He is an early reader.
  • On his running record, he scored a 91% on accuracy for Level F.
  • Once he is able to decode what he read, he can recall and pick out main points in the stories.
part d literacy strength and needs
Part D: Literacy strength and needs
  • My tutoring student moved and I had to replace him.
  • He is quiet and does not like to participate in class.
  • He scored a 48% in Reading, a 71% in Language Arts, and a 48% in Math.
  • I performed with him was the Where-to-Start Word Test because I did not have any information on his reading ability
  • He was very slow pronouncing each word
  • For word writing, in five minutes, he only came up with twenty-six words. Out of the twenty six words he only had seventeen words spelled correctly
  • Hard time with the final consonant blends
  • He did not get any of the silent e words correct
  • The long vowel digraphs words were not an easy for him to pronounce.
  • Underweight and is average in height
  • Majority of the time, he is well groom and well dress
  • does not have a certain group of friends that he associates himself with
  • He is well manner and is very polite; however, he is very shy and does not like to talk in front of the class.
  • If he does not understand an assignment, he does not ask questions; instead, he guesses or leaves it blank.
  • A lot of times, I noticed that he copies his peers work and is usually the last one to get his work done.
part e plan the lessons
Part E: Plan the Lessons
  • Blending Buddies lesson because he had a hard time blending letters together
  • What’s My Ending lesson is when he worked with word family
  • The Silent “e” lesson
  • Phonics Bingo Lesson he practice the long vowels bossy consonant diagraphs
  • R-controlled learning lotto magnetic board game encourages him to practice working with r-controlled sounds
part f report student progress and recommendations
Part F Report Student Progress and Recommendations
  • My first tutoring student moved, and Part A-D was all his information
  • I did not do a running record for my new tutoring student because I started his lessons with Part E.
  • I used the Where to Start Word Test to figure out his reading level
  • He ended up with a Level F in reading
  • I recently did the running records with level F and level G he got 97% in accuracy for both
  • My cooperating teacher noticed that ever since he worked with me, he has been more outgoing and participates in class
  • self esteem is higher because he would raise his hand to answer questions
part g reflection
Part G: Reflection
  • Incorporating different learning styles and targeting the needs of students can help them become more involve in their own education
  • Motivation is an important key factor for learning
  • Typical struggle students have problems with reading is because they did get the help.
  • I must understand that each child learns differently, and it is important to be able to recognize the different types of learners
  • Students are more motivated and tend to do better in classes that involve hands-on activities and group work
  • I have to make sure that I use different techniques of teaching, in order for each individual to learn
  • Children are able to learn and develop communication and social skills at a very young age. It’s my job as a teacher to help the students who are struggling
  • Language development and reading skills directly influences school achievement and helps predict children’s educational success. If teachers are able to help students read at a young age, they have a better chance in succeeding in school.