Child portrait: Gabriel (Cont.)
Reading (Observations and growth)
• Analysis of miscues on level C running record assessment taken on September 25, 2015 reveals that Gabriel relies on semantics, syntax and graphophonic cues to decode text. Though sometimes he ignores graphophonic cues
• Also, running records indicate that Gabriel has the tendency not pronounce the middle and end graphemes.
• Furthermore, his running records show that his sight word recognition is emerging.
• A sight word identification assessment taken on November 2, 2015 shows that Gabriel got a total of 21/25 in word list A and 9/25 in word list B (See appendix 2 for more details on reading errors). • As seen in photo above, Gabriel’s hope/aspiration for the school year is to be able to read more complex sentences in a superhero …show more content…
• Also, his word formation shows that the beginning, middle and end sounds are represented in written words.
• He includes and spells correctly sight words such as “in” “to” “the” “with” ‘go” in his craft.
• He uses more lowercase letters in his craft when compared to his use of lowercase letters in his sample writing at the beginning of the term (See previous portrait anecdotal data for more details).
• He sometimes reverses the order of some letters alphabets e.g letter r and letter g.
• His ‘how to play soccer’ (appendix 5) shows a strong representation of bit-by-bit action.
• His illustrations show the use of speech bubbles (Appendix 6, p.1), detailed labeling and the use of arrows to represent motion.
Goals/Recommendations
• Gabriel should be exposed to more word study activities/instructions devoted to the teaching of phonics, spelling and vocabulary.
• Writing conferences should dwell more on elaboration. I.e. teaching him to add his inner feelings and more details to his craft.
• Gabriel should be deliberately taught handwriting, with special emphasis on lowercase
Reading (Observations and growth)
• Analysis of miscues on level C running record assessment taken on September 25, 2015 reveals that Gabriel relies on semantics, syntax and graphophonic cues to decode text. Though sometimes he ignores graphophonic cues
• Also, running records indicate that Gabriel has the tendency not pronounce the middle and end graphemes.
• Furthermore, his running records show that his sight word recognition is emerging.
• A sight word identification assessment taken on November 2, 2015 shows that Gabriel got a total of 21/25 in word list A and 9/25 in word list B (See appendix 2 for more details on reading errors). • As seen in photo above, Gabriel’s hope/aspiration for the school year is to be able to read more complex sentences in a superhero …show more content…
• Also, his word formation shows that the beginning, middle and end sounds are represented in written words.
• He includes and spells correctly sight words such as “in” “to” “the” “with” ‘go” in his craft.
• He uses more lowercase letters in his craft when compared to his use of lowercase letters in his sample writing at the beginning of the term (See previous portrait anecdotal data for more details).
• He sometimes reverses the order of some letters alphabets e.g letter r and letter g.
• His ‘how to play soccer’ (appendix 5) shows a strong representation of bit-by-bit action.
• His illustrations show the use of speech bubbles (Appendix 6, p.1), detailed labeling and the use of arrows to represent motion.
Goals/Recommendations
• Gabriel should be exposed to more word study activities/instructions devoted to the teaching of phonics, spelling and vocabulary.
• Writing conferences should dwell more on elaboration. I.e. teaching him to add his inner feelings and more details to his craft.
• Gabriel should be deliberately taught handwriting, with special emphasis on lowercase