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Students: (*Pseudonyms will be used in this paper in place of students real names)
1. *Ivan
2. *Aaron
Assessments Administered:
Student #1 Description
Ivan is one of 12 males in *Mr. Cs 5th grade class at Sandstone
Elementary. Ivan is an ELL (English Language Learner) who is on monitor
status, which means districts must continue to monitor all reclassified ELL
students for two years following their exit from the ELL program to ensure
success and a rapid response should the student begin to struggle. Ivan is a
struggling learner but this is not attributed to his proficiency in the English
language. According to DIBELS (Dynamic Indicators of Basic Early Literacy
Skills) Ivan is at a text level 107. Grade level is considered to be 160-180. Mr.
C started the year by giving his students a math assessment on skills and
content students should know coming into the 5th grade. Ivan scored 13/30
or 43%. Although Ivan is a struggling learner he is a very likeable child. Ivan
lives at home with 2 brothers, 2 sisters, and both biological parents. He
enjoys sports, riding his bike, science, and loves to make people laugh. Ivan
can stay on task for the most part. He does like to gab with his neighbors
though. When I ask him to get back to work, he quickly obeys. He is very
respectful.
Student #2 Description
like working at his desk alone, but prefers to work with others in a group or in
pairs. He prefers moving around instead of sitting at his desk. He does like to
work hard for himself, his parents, and his teacher. He admits to not feeling
the urgency to finish a project no matter what. He likes having the exact
steps to an assignment clearly defined and likes to create his own steps on
how to complete it. He does not appreciate time restraints being put on
assignments. Ivan is going to thrive in group situations. In observing Ivan, I
feel that he does better when he is seated at the front of the classroom so
his focus is kept up front as much as possible. For tests and assessments he
needs an office (a cubicle for a desk made with a manila folder) to work in.
This will eliminate some of the classroom distractions. Ive observed that he
is very hands on. If he can make, build, or create something, he is much
more engaged. He hesitates to ask questions if he is confused on something.
I attribute this to fear of embarrassment. Ive determined Ivan to be a visual,
verbal, and physical learner.
Data for Student #2I learned from this assessment that Aarons favorite thing to do outside of
school is read. He loves art, science, and history. He likes to play tennis as
well. He lives with his mom, 2 brothers, and 1 sister. According to his learning
profile survey, he likes a learning environment to be quiet. He prefers to work
in pairs or groups. He does like to work hard for himself, his parents, and his
teacher. When he starts an assignment, he does have to finish no matter
what. He doesnt give up on a project when he feels frustrated. He likes
instructions to an assignment to be clear and specific but does not create his
own steps to completing the assignment. He does not appreciate time
restraints on assignments. Aaron also likes to move around while doing
things in the classroom. Ive determined Aaron to be a logical, visual, and
physical learner.
does not like to be singled out so I would put a small group together of
students who had similar struggles on the assessment. I would do a mini
lesson on writing down our steps as we solve a math problem. I would
emphasize the importance of checking his answers after he has completed a
problem. Ivan needs to be checking for seemingly little mistakes like
transposed numbers and using addition instead of subtraction (and vice
versa). We would go over his test so he can actually see where he is making
mistakes. All of his mistakes seem to be small errors that make a big
difference in the outcome of his answers. Im happy to see that for the most
part, he does have a strong understanding of the process of order of
operations.
Math data for Student #2Aaron scored 70% on this assessment which was among the lowest 30% of
the class. Looking at Aarons actual assessment, I found that he understands
much of this concept. His real issues are with simple mistakes such as
addition, subtraction, or adding when he should have been multiplying. He
needs a mini lesson on checking all of his work after he has finished taking
an assessment. Aaron and Ivan would be part of the same learning group for
this mini lesson. The scores for the entire class for this assessment are
shown below in Figure A. This chart shows where Ivan and Aaron fall among
their peers scoring wise.
10
10
10
9
9
8
7
6
5
5
4
1 Aaron 3
10
11
12
13
14
15
16
17
18
19 Ivan
Students 1-20
Figure A
each student is reading on. Knowing a students reading level can assist the
teacher in assigning reading groups with similar reading abilities. It also
helps the teacher be more informed as to what level of text their students
should be reading so it is not too difficult nor too simple for the reader (see
appendix 1.3 for the oral fluency assessment). Below in Figure B we see Mr.
Cs entire class and their reading levels. The benchmark reading level for 5 th
grade is 150-160. According to this chart, only 20% of Mr. Cs class is at
grade level reading ability.
Reading levels
200
180
160
140
120
100
80
60
40
20
0
Figure B
Literacy data for Student #1This assessment showed that Ivan is reading 121 words correctly per minute.
Comprehension is the number one goal for readers to be successful in
school. This being said, we asked the students right after they read if they
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would stop him and we would blend the word by each sound or word chunk. I
know that this strategy would really help Aaron because guessing will not
help a student have good comprehension of text in the long run.
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Narrative/self-talk assessment
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Figure C
Health/Language arts data for Student #1Ivans assessment was short but included all of the elements of a well written
narrative. He did include self-talk which was also a requirement. He was able
to accomplish all of the criteria of the assignment but several things could be
addressed for future lessons such as the use of quotation in sentences, use
of punctuation, and capitalization.
Health/Language arts data for Student #2Aaron was not able to complete the entire assignment. He did try. His story
was certainly interesting. With what he was able to finish, he did meet all of
the criteria for a well written narrative and the use of self-talk. The things
that Aaron could use some additional instruction on would be spelling and his
use of run-on sentences. If I had graded this for those things I would have
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marked where he needs to fix and have him complete a final draft with all of
the changes made that Ive suggested.
Appendix 1
Assessments
1.1.
1.2.
1.3.
1.4.
Category
Points Per Child
List of three
assessments +
15
description of
assessment data
Identification of
specific behavior or
15
skill
Description of action
15
plan
Overall quality of writing
Submission of artifacts with final paper
(e.g. assessments administered, student
data samples, descriptions of
assessments)
Total Points Possible
Total Possible
Your Score
30
26
30
26
30
22
10
10
25
25
125
109
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