November 18, 2019

Dear Mrs. F,
Hello, I’m Alison Jacobs, I have been working with student 1 in the RAC program.
During my time with him I gave assessments to learn his about some of his strengths and areas
for improvement in the areas of silent and oral comprehension, vocabulary, word identification,
writing, metacognition, and affective development. I then taught remediation lessons based upon
that data. Attached I have the diagnostic chart where I have put his information for his strengths
and areas for improvement. I wanted to share this with you so you can see what I have been
doing with student 1.
As a result of working with student 1 I found various strengths in. As you notice on the
chart he is doing very well with knowing the story elements in a fictional text when reading
orally. He also has a strength in vocabulary in using homophones. He can tell how the 2 words
are different in meaning. Student 1’s strength in word identification would be prefixes and
suffixes. He can identify what is a prefix or suffix is in a given word. He also has strengths in
writing in the area of organization. He uses words like “next” or “then” to organize the sequence
of his writing.
In addition to strengths, I wanted to tell you some of student 1’s areas for improvements.
As shown in the chart, he struggles to answer deeper level critical thinking questions after
reading orally and silently. He struggles with comparing and contrasting and drawing
conclusions from the text. Student 1 also could improve on the common core key vocabulary
terms. He struggled the most with “demonstrate”, “determine”, and “support.” He did not know
these words at all. Another area for improvement is with word identification. He struggles with
the root of the word and suffixes. Finally, he could also improve on editing his writing, with this,
double checking for capital letters, punctuation, spelling, and complete sentences. Other traits of
writing he needs to improve on are writing fluent sentences because his sentences are short with
little detail.
While working with student 1 I noticed that he enjoyed moving around while learning.
One activity that worked really well with him was context clue task cards. He was able to
identify what words meant by the context of the sentence. He also enjoyed activities where we
used a dice. One activity was a roll-a-story and the other was a vocabulary roll. When doing both
activities he was very engaged. Another activity that he liked was using word tiles to come up
with fluent sentences. Overall, I found that student 1 stays engaged well with hands on activities.

Thank you so much for allowing me to come in to work with student 1. The time that I
got to spend with him was great. If you have any questions please feel free to contact me at
jacobsac2020@mountunion.edu

Sincerely,

Alison Jacobs