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Day 1:

Student B: 2/1/16 (ELA group work)

What does this work tell me about the student?


This work shows me that student b does not have a problem
completing work in a group. She gets the assignment finished
correctly and on time. She unlocks every question and uses text
evidence which shows me she follows directions and understands how
to find answers in a nonfiction text.

What could I have said differently that would have helped this student?
I could have gone over more on why we use graphs before letting them
work in groups. This type of modeling would have helped them on a
few questions.

What could I change about tomorrows lesson that will make a


difference to this student?
For tomorrows lesson I will go over a few questions with the class
before letting them work in groups. This way the students have a
model to go by.

What learning barriers are there for this student? How can I help
him/her to get around those barriers?
She wants to answer the question before really thinking about it. I can
help by telling everyone to think for five seconds first before
answering.

Day 3
Student B: (ELA test- Head Downhill and Follow the Water) 2/3/16

What does this work tell me about the student?


This work tells me that the student does fine when she finds the
answers within the passage. However when it comes to terms that she
may not know the meaning for she struggles. She only missed two
both having to do with terms that she previously did not know the
meanings for.

What could I have said differently that would have helped this student?

For question 7 I could have gone over what some of the terms meant.
At the fourth grade level the only way that they would know the
meanings for some of these words would have been from outside
sources other than school.

What could I change about tomorrows lesson that will make a


difference to this student?
Tomorrow we will be working with compare and contrasting but still
there are vocab terms throughout the text that I can pause to check for
understanding. This way the students broaden their vocabulary
knowledge while learning the concept of the lesson.

What learning barriers are there for this student? How can I help
him/her to get around those barriers?
From this work it shows that her vocabulary background is low. In
order to improve this I will pause throughout readings to have students
comprehend what that word means.

What learning barriers are there for this student? How can I help
him/her to get around those barriers?
One learning barrier that this work showed me is that she needs to
slow down. When she tries to move to quickly she makes mistakes
that could have been prevented. I have noticed that she is also very
active and energetic after she comes back from either P.E. or recess.
What I could do is make sure all the students come in and have them
take a deep breath and refocus them on what we are learning.

Component C:

Student B: (spelling test and 11s fact quiz) 2/5/16

What does this work tell me about the student?


This work tells me that the student understands the spelling words for
the most part. However when it comes to the bonus words (16-20).
She is unable to use her phonetic skills to figure out the words she has
not memorized. For example she spelled generous as jenerous and
circumstances as sircomstances. She is off by only one or a few
letters in each word. Her facts quiz tells me that she understands her
11s facts because she is able to finish 100 facts within 5 minutes. She
also finished early which tells me she did not struggle at all through
this.

What could I have said differently that would have helped this student?
For the spelling list there is not much that I could have done for her
today but what I could have done the day before is played a game of
sparkle just so that she would have the idea in her head on how to
spell these words.

What could I change about tomorrows lesson that will make a


difference to this student?
For the next spelling list I will point out an of our spelling words within
any text we use. This way she has a visual on what the words look like
in the context of the story or information we are reading.

What learning barriers are there for this student? How can I help
him/her to get around those barriers?
The one major thing that I noticed was her mistake of substituting
letters that have the same phoneme. A way that I can help her with
this like stated in the last question is to make sure she sees more
visuals of that word throughout each lesson. This can extend on from
not only ELA but math, social studies and science.

Component C:
Student B: 2/11/16 (Exit ticket)

What does this work tell me about the student?


This work tells me that she understood the exact concept of the lesson
today. She had each step clearly written down and modeled.

What could I have said differently that would have helped this student?
I could have had a more difficult problem after this one to see how
much students understood past the basic level. I could of challenged
her by making another question a little more difficult to where she
would need more steps or have a word problem instead of just stating
what 24x 2/3?

What could I change about tomorrows lesson that will make a


difference to this student?
Tomorrow for the exit ticket and lesson I will make sure that there are
questions in there that challenge the students that understand the
material fairly easy. This way I can see how much I can push the
students, or what students still need review on the basic questions.

What learning barriers are there for this student? How can I help
him/her to get around those barriers?
The only barrier that this work showed me is that I put up a learning
barrier for her. She was limited on her ability to show me just how
much she understands. If I would have given her a harder problem I
could have pushed her to work harder and think deeper, not just think
on the surface level.

What can my clinical educator tell me about this student?


My clinical educator agreed with my idea of pushing the students a
little bit harder. This way I can see exactly how much they can do and
where to go back and review for future lessons. I need to find
problems that are not completely out of their proximity but just enough
where with a little help they could understand.