Describe this student using information from Table 1.2.

1 STUDENT A Student A is a 5 year old Hispanic male who comes from a large family and receives little, if any support from his parents. He speaks English fluently. He struggles with academics and never asks for assistance when needed, i.e. will sit at his desk and stare instead of asking teacher for needed daily materials (glue stick, scissors). He is rarely prepared for class (often forgets book bag and communication folder), is often absent, and falls asleep in class. He never brings anything for snack, often wears the same soiled clothing several days in a roll, and is never properly dressed for the weather.

Why was this student selected? This student is performing below benchmark and does not respond to varied teacher strategies or pullout intervention groups, although he is qualified to be promoted to first grade next year. His parents have missed 3 scheduled parentteacher conferences despite all efforts and concessions made by the cooperating teacher to accommodate the parents schedule. I chose this student because he will be promoted to first grade next year and I would like to determine his academic strengths and weaknesses

What was learned about this student? Address characteristics from Table 1.2.2 Intellectual Student A is performing below benchmark in several skill areas in both math and reading. Student A is cognitively and developmentally ready for kindergarten skills and concepts. He demonstrates the ability to learn but appears to lack the support and motivation to consistently perform at benchmark. **Student A often misses out on incentives (play time, recess) because he is not prepared for class and/or does not have his homework completed.

Based on this information, what are implications for this students instruction? Based on the information gathered and daily observations of Student A, this student requires differentiated instruction from the daily whole class instructional methods. Student A needs additional support from the teacher and intervention staff, along with a motivator that has meaning for him. Student A is part of two pull-out intervention groups for reading concepts (letter sounds and segmenting sounds). Student A would benefit from in-class support from an aide or interventionist. During whole class instruction, the teacher will stay close by Student A to ensure he is on task and following along with the teacher. Student A would also benefit from being placed next to a higher academic functioning student who will be able to assist him with the material.

Social Student A is very quiet during class he does not act out, but instead shuts down when asked a question or given verbal instructions. He displays a very bland personality and gives the impression that school is not a priority. He lacks motivation to complete his work both at school

and hypothesize if his seating placement and lack of family care and support are triggering his weaknesses.

and at home. Student A does interact appropriately with his peers during lunch. Personal Student A is of Hispanic decent and English is his primary language. He is the second youngest of 11 children. His parents are still together, however reside in different houses and the children are split between two residences. He is under the primary care of his father. On the rare occasions when he has his homework with him, it is often completed by his older sister. Student A does not participate in any extracurricular school or community activities. He is of average height and weight for his age and has no known medical or developmental disabilities. Intellectual Student B is performing well below benchmark in all reading and math categories. He is neither cognitively nor developmentally ready for the kindergarten curriculum. Student B has difficulty grasping the basic foundational skills (letter and number recognition) necessary to be successful with the current kindergarten curriculum. While Student B displays the eagerness to learn, he is currently unable to

STUDENT B

Student B is the youngest student in the class, only turning 5 in August, several days prior to the cutoff for kindergarten entry. He is the second oldest child of four in his family and lives with his mother, siblings, grandmother, and uncle (who is only two years older than him). His father is sporadically in his life. He is from white American

This student is performing well below benchmark and has been referred for retention. Student B is currently undergoing a child study where data is being collected to solidify the retention referral. I chose this student

Based on the information gathered and daily observations, Student B requires extensive interventions in order to acquire the foundational skills necessary to be successful with the kindergarten curriculum implemented in the district. Student B is in all the intervention groups provided (letter recognition, beginning letter sounds, ending letter sounds, blending and segmenting letter sounds) and works closely with an interventionist. Student B takes part in the whole

decent and speaks English fluently. Student B struggles with the majority of the reading and math concepts presented. He appears well cared for and is always on time and prepared for class. His homework is always completed and returned.

to gather information for the child study and postulate if his academic weaknesses can be contributed to his young age and lack of previous academic experience (he did not attend any type of preschool) or if another reason is causing his difficulties.

comprehend and manipulate the concepts and skills.

class direct instruction and then receives additional support in small group instruction with the teacher. Student B will also benefit from retention in kindergarten next year.

Social Student B is very timid and quiet. He is well behaved. He is motivated by teacher praise and incentives (stickers and prizes). Student B displays no emotions (upset, embarrassed, happy, mad) and appears to not let anything bother him. Personal Student B is a white American who speaks English. He is one of four children (the second oldest). He is well cared for by his mother and grandmother. He is always prepared for class and his mother is actively involved in his education, regularly attending scheduled parent-teacher conferences. Student B is of average height and weight for a child his age and has no identified medical or developmental disabilities.

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Objectives 1, 2, 3, and 4

Student Centered: The students will choose a coloring sheet (picture of item and price tag on it) to color. They will fill in price tag with a price (not to exceed 50). The students will then take out the appropriate coins needed to purchase the item from their new coin pouches and glue them on the picture. Within the small groups, the students will work with partners. They will exchange coloring sheets, look at the price of the item, and count the coins glued on the paper. They will be encouraged to talk about other coins that could have been used to purchase the item. Integration Social Studies link - 6.2.3 Functions of Money; 6.2.5 Changes in Supply and Demand

Informal: Observation Formal: Coloring sheet

No adaptations are needed for this lesson. Subgroup: 1 Coloring sheet will have prefilled price tag. 2 Teacher and foster grandmother will monitor students progress. Student A: 1 Praise student for correct responses. 2 Provide support and motivation during independent work. 3 Ensure student has correct coins out for activity. Student B: 1 Praise student for correct responses. 2 Provide student with stepby-step directions for each task. 3 For coloring sheet, student will match and glue coins to prefilled chart.