Part A. Student Identification – i.e., student name, age, school, and grade level.
Alexandra R. (name of the student is changed) is a second grade female student. Her parents are divorced. She is living with her mother and stepfather, and soon she is going to have a brother. She spends weekend with her father and her grandparents. In her free time, she is enjoying swimming. Her favorite subject is math. After communicating with her teacher, I found that Alexandra is new at school, because her mother and her stepfather moved here just a few months ago. When I talked with her teacher, she described Alexandra as not well organized, and very easily destructed student who has difficulty with focusing. Usually, when after reading the teacher asked some questions, she never finished listening to the teacher ends the question and raised her hand to answer it, but when the teacher call her name to answer the question, she never was able to do it.. If he is struggling with a task, he is quick to shut down and gives up if he does not get it or believes it is too hard. When planning for the intervention sessions, the researcher will take into account the observation made by his teacher regarding the student’s …show more content…
was referred to the Montessori School Summer Program based of the result on her 1st grade instructional reading level. Her 1st grade teacher described Alexandra as a “growing up” reader who made a good progress in reading during the school year. Two months before school year ended, Alexandra was attending school reading club, and according to what her teacher said she was able to comprehend at a high level as well as to make predictions and inferences throughout her reading. Her teacher recommended her parents to keep working with Alexandra on improving her reading during the summer, and because Alexandra attended the Montessori School a few years before she started public school, they decided to place her here for Summer
Alexandra R. (name of the student is changed) is a second grade female student. Her parents are divorced. She is living with her mother and stepfather, and soon she is going to have a brother. She spends weekend with her father and her grandparents. In her free time, she is enjoying swimming. Her favorite subject is math. After communicating with her teacher, I found that Alexandra is new at school, because her mother and her stepfather moved here just a few months ago. When I talked with her teacher, she described Alexandra as not well organized, and very easily destructed student who has difficulty with focusing. Usually, when after reading the teacher asked some questions, she never finished listening to the teacher ends the question and raised her hand to answer it, but when the teacher call her name to answer the question, she never was able to do it.. If he is struggling with a task, he is quick to shut down and gives up if he does not get it or believes it is too hard. When planning for the intervention sessions, the researcher will take into account the observation made by his teacher regarding the student’s …show more content…
was referred to the Montessori School Summer Program based of the result on her 1st grade instructional reading level. Her 1st grade teacher described Alexandra as a “growing up” reader who made a good progress in reading during the school year. Two months before school year ended, Alexandra was attending school reading club, and according to what her teacher said she was able to comprehend at a high level as well as to make predictions and inferences throughout her reading. Her teacher recommended her parents to keep working with Alexandra on improving her reading during the summer, and because Alexandra attended the Montessori School a few years before she started public school, they decided to place her here for Summer