Martin, Sarah Beck

Student Name: Age & Grade: Gender:

MS 14 (Korean age) 7th grade M

Nationality: Native Language: Learning Ability:

Korean L1- Korean (ADHD/Gifted/Not Applicable)
L2- English Panic disorder

Socio-Economic Background: Any other notes:

High socio-economic background,
Parents are doctors; -academically interested,
-specific transfer.
-only child
-Assumed a lot of pressure
Social/Emotional influences: -parents goal: to gain
-issues with school bullying for 2 years. confidence, social interaction.
-low academic records because of bullying

Student strengths: Student areas that need improvement:

-Very empathetic
-Caring
-Interested in rejoining school life
-Interest is making friends.
-Likes electronics and computers
-Student is non-verbal in English and Korean
classes.
-lower reading skills.
-non-verbal, so needs extra supports and
differentiated activities to encourage
comprehensible output in L2.

List reasons why this student needs
differentiated instruction:
-Low reading ability (basal phonics, word
recognition, needs L1 supports)
-Non-verbal so needs alternative activities to
practice comprehensible output (writing,
drawing, etc.)
List what differentiated instruction strategies
will be used:
-Still adjusting to school
-Alternative assessments/showing vs telling.
-

Questions:
1. How long has the student been non-verbal and what strategies/activities did previous
teachers use to help the student? 1 year non-verbal (only speaks to Mom).
2. What teaching strategies are working for the student in L1 content classes?