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Meagan Nelson

Final Report Section 1

Academic
The students in my group were placed together based on spelling test results. Each of them were
given a spelling test and then given a grade equivalent range and then placed together based on
their grade equivalencies. All of these students are in the fourth grade, however grade
equivalencies were in my group ranged from 2.2-3.1. They were also scored on fluency and
received a WCPM score. However, the range of these scores were much vaster (from 63 WCPM114 WCPM). During my time with these students, we focused on story elements and
comprehension skills. We read the chapter book Frindle as a group through read-aloud
strategies. Each week we reviewed and would go over characters, settings, plot and theme using
the who, where/when, what and why questioning. We would do an application activity each
chapter (ie: KWL chart, writing a letter in the place of one of the characters, drawing a scene
from the chapter etc.) I would suggest continuing this pattern of working on comprehension
skills and finding key elements in the stories. Their comprehension skills had improved
drastically in my time with working with them and I think that fluency is something that can be
focused on as well. I would read aloud to them while they followed along, but many of them
could not read fluently if I had asked them to. Fluency strategies will most likely benefit these
students.
Student Name
Tanner

Retell

Skill

9/21/16
Nick is a
troublemaker

Zakaree

Comprehension/Retell

Could not name main


character

Alexandra

Fluency

Slow rate and little/no


prosody

Estee

Fluency

Slow rate WCPM 82

Karlie

Retell

They are in 3rd grade


(incorrect setting)

Logan

Comprehension/Retell

Could not name main


character

10/24/16
Nick distracted the
teacher by writing a
very long report
Retell Assessment: 39
Could name both main
and supporting
characters
Retell Assessment: 39
Faster rate, follows
along in text
Retell Assessment: 39
Faster rate WCPM
unknown
Retell Assessment: 39
They were in 3rd
grade, but they arent
anymore
Retell Assessment:40
Could name main
character, but not

supporting
Retell Assessment: 39

Behavior
The students in my group had a wide variety of behaviors. About half of the group (mainly the
girls) were shy or quiet in nature, however will respond to many questions and participate in
discussion. The other half (mainly the boys) will participate in the discussion but tend to be
distracting or make distracting comments in response to discussion questions. It took me a few
weeks to figure this group out, but to manage the behavior I noticed that calling on students
individually was much more effective than allowing them to answer without raising their hand
because they would make a funny comment instead of a serious or real answer. I also started
reading aloud and modeling fluency instead of doing popcorn reading because when their
peers would read, they often would correct each other or not follow along in their text. I learned
that the more I got upset or tried to control the situation in a strict or mean way the more the
boys would defy or goof off. I would suggest becoming their friend, but maintaining as much
respect as possible. The minute I didnt follow through on a direction given, I would lose control
for the rest of the class period. Be fun and kind, but make sure they know your expectations as
their teacher.
Zakaree- Is probably one of the brightest of the group. He is very smart and remembers
almost every concept that is taught the week before. He, however, will often make a
funny remark if given the chance and feeds off of his peers laughs. He will also be your
most active participant in discussions as well.
Alexandra- Goes by Allie. Very bright and has great retelling skills. She gets very
involved in the story and responds immediately to questions. She almost rarely follows
along in the text, however, and prefers to listen to the story. She will also often bring toys
and play with them when I am reading or in between assignments until I ask her to put
them away. She may look like she isnt listening, but she most always is.
Logan- Has decided that reading is for nerds. He is very bright and may act like he
does not care about the story, but when given assessments, does much better than
expected. He will often try to distract his peers with noises or saying funny remarks in the
middle of the lesson. I used to make him sit next to me, but he acted worse if I made him
feel singled out. I let him sit where he wanted and he did much better. He will test your
authority, but he responds well to kindness but being firm in directions and not letting
him have the control.