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Bethany Michels

Shadow Study
I observed a female 1
st
grade student who is gifted. The very beginning of the day
consists of daily routines. The daily routines consist of reading a book against the wall until the
bell rings, putting belongings in cubby, putting their tool box at their seat, and doing attendance
on the Smartboard. Avery greeted the teacher and me with a positive attitude, smile, and a hug.
She completed these routines with no problems. There is spare time to chit chat with the people
at the tables before class starts. Avery carried on conversations with the people at her table. She
talked about what she is going to do over the weekend and asked if they liked her bracelet.
Throughout the day there are many class discussions and small groups; Avery is alert and
actively involved. There were occasions that she talked out of turn or didn’t follow directions.
Once Avery was reminded to use a two handed raise to speak and to follow directions to know
what to do she was back on task. Avery is focused on the speaker majority of the time. She has
eye contact but sometimes personal belongings distract her. Today, her bracelet was distracting
her so she was told to put it in her cubby. She did what was asked with no hesitation. I have
noticed at the beginning of the school year Avery is above her classmates in academics. She is
very vocal when answering questions and speaks loud so it’s difficult to hear her classmate’s
responses. She responds immediately to questions and finishes her assignments first. One
student had a difficult time putting papers in their folder. Avery offered to help this student.
When reading Avery adds extra words in the sentences. She is polite and uses please and thank
you when needed. One of her classmates was trying to talk to her in line and she responded by
saying, “Not right now, at recess.” Another first grade student got injured at recess. Avery was
affectionate to this individual. She asked if she was okay and then invited this girl to play with
her. Avery participated in P.E. with no redirection. In music Avery is very amine with her
actions and sang clear. She knew all the words and actions and wasn’t afraid to show that. Avery
goes to a gifted class for 40 minutes a day. She was immersed and participated just like she does
in class. She interacted while working and discussed what she was drawing or writing. She read
the directions for each worksheet with no help. She completed several critical thinking
worksheets along with a worksheet that taught her test strategies. She accomplished these
worksheets with minimal help or guidance. She told me enjoys going and asks everyday when
it’s time to go.
While observing Avery I noticed there are several strategies that needed to be used.
Sometimes Avery likes to talk out of turn so expectations need to be modeled by the teacher as
well as myself at all times. Avery is very smart for her age and it’s difficult for her to not
immediately say the answer without giving others a chance. The teacher told her to say the
answer in her head. She also told her to look around the room to see who might need help. I
suggested having her write the answer down either on a piece of paper or write board. She
speaks loudly in general and especially when answering questions. I reminded her to use her
inside voice so she could hear others. I told her that her voice needed to match mine as well.
Avery loves to draw and color. She is the first to complete the assignments so she is allowed to
color on the back of her paper. She is detailed artist. Avery needs to work on writing her letters
correctly. I reminded her to use the lines correctly on the line paper. I also had her practice
writing her letters in the air with her finger while verbally speaking the formation. For example,
the letter F, “Curve line with a horizontal line.” I told her to write the letter and/or words on the
white board. I referred her to the alphabet chart where it visually shows with arrows how the
letters should start and end. Avery was taught at a young age to read. She reads above grade
level books. She adds words occasionally while reading. The teacher reminded her to not change
the story. I told her to re-read the sentence while pointing to the words. Avery needs help with
spelling. I have her sound out the word first. Then I tell her to look around the room for clues
(word wall). After she attempts those two tries I tell her how to spell the word correctly.
Avery is very smart for her age and I’m anxious to see where her academic level is at the
end of the year.