Colin is a kind and friendly fourth grade student with a fun and unique personality. Colin had greater challenges in the beginning of the school year as he was having difficulty with his transition to a new school, but since then has made significant progress with his behavior, attitude and effort in the classroom. Colin is now putting more thought and attention into his work and has been getting excited about the accomplishments that he has made. When he is proud of himself, he enjoys sharing his excitement with others and benefits from the positive feedback he receives. Colin’s anxieties have also been decreasing. He appears to be enjoying school more, has started to interact more with his peers and isn’t needing as many prompts to help keep
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Colin is reading for fluency at low fourth grade level, however, when reading at this level, he has a great amount of difficulty understanding the text. Colin does well answering basic “in-text,” wh- questions after receiving guided reading instruction, but occasionally displays inconsistencies as his responses at times can be off topic to the question being asked. Colin has much greater struggles with higher-level wh- questions and abstract questions or concepts that require him to think beyond the text. Concepts such as making inferences, determining the main idea, comparing and contrasting, developing summaries, analyzing characters etc. can be very challenging for him. As mentioned previously, when factoring out comprehension, Colin’s reading fluency is at an early fourth grade level. He is currently being progress monitored for fluency development at the fourth grade level in AIMSweb. In the area of reading fluency, Colin at times shows difficulty with irregular words and multisyllabic words containing vowel combinations. He also will occasionally mispronounce words with “r” controlled vowels, but can usually correct himself if given a reminder. His overall foundation of sight word recognition is slightly limited. He is familiar with many third grade level sight words, but will take time to decode some …show more content…
He has significant difficulties with number sense. Finding connections, patterns, the meaning behind each mathematic skill and applying skills into different contexts is very challenging for him. Colin’s knowledge of place value has steadily increased throughout the year, although it is inconsistent. If presented with a problem that states, “3 tens + 2 hundreds + 7 ones,” Colin has learned to draw a place value chart to help him figure out that the answer is “237.” However, Colin often struggles to determine that the “3” represents the number “30,” the “2” represents the number “200” and the “7” represents the number “7.” Even though he struggles with this concept, if Colin is presented with the problem “30 + 200 + 7,” he can often times respond that the correct answer is “237” when he knows he is working with place value. When place value is not the specific skill that is being worked on, and Colin is presented with a problem that requires him to add 3 numbers, he will often produce an incorrect
Colin is reading for fluency at low fourth grade level, however, when reading at this level, he has a great amount of difficulty understanding the text. Colin does well answering basic “in-text,” wh- questions after receiving guided reading instruction, but occasionally displays inconsistencies as his responses at times can be off topic to the question being asked. Colin has much greater struggles with higher-level wh- questions and abstract questions or concepts that require him to think beyond the text. Concepts such as making inferences, determining the main idea, comparing and contrasting, developing summaries, analyzing characters etc. can be very challenging for him. As mentioned previously, when factoring out comprehension, Colin’s reading fluency is at an early fourth grade level. He is currently being progress monitored for fluency development at the fourth grade level in AIMSweb. In the area of reading fluency, Colin at times shows difficulty with irregular words and multisyllabic words containing vowel combinations. He also will occasionally mispronounce words with “r” controlled vowels, but can usually correct himself if given a reminder. His overall foundation of sight word recognition is slightly limited. He is familiar with many third grade level sight words, but will take time to decode some …show more content…
He has significant difficulties with number sense. Finding connections, patterns, the meaning behind each mathematic skill and applying skills into different contexts is very challenging for him. Colin’s knowledge of place value has steadily increased throughout the year, although it is inconsistent. If presented with a problem that states, “3 tens + 2 hundreds + 7 ones,” Colin has learned to draw a place value chart to help him figure out that the answer is “237.” However, Colin often struggles to determine that the “3” represents the number “30,” the “2” represents the number “200” and the “7” represents the number “7.” Even though he struggles with this concept, if Colin is presented with the problem “30 + 200 + 7,” he can often times respond that the correct answer is “237” when he knows he is working with place value. When place value is not the specific skill that is being worked on, and Colin is presented with a problem that requires him to add 3 numbers, he will often produce an incorrect