Natalia Flores is a 10 years old student at Fountain Inn Elementary school. She is attending 5th grade. Natalia has a very positive attitude and a friendly personality. Her favorite things are: sponge Bob TV show, singing, and drawing dolls and clothes for them. She speaks Spanish fluently and currently is an English Language Learner.
1. Assessment of the student’s needs
In order to find vocabulary words that Natalia struggles with, we chose to do the reading decoding test and reading comprehension test.
We started with the 5th grade vocabulary words and Natalia read the list working on the decoding of the words. After mispronouncing 5 words, such as: moan, hymn, bravely, register, embarrass, - we proceeded to the list of the words for the 4th grade readers. After making a mistake in following 5 words: innocent, seventeen, disturb, compass, attractive, - Natalia was asked to read the next 3rd grade list. 5 words were …show more content…
There were 4 instructional word reading errors (mispronounced words: Marco, homework, promises, remember) and 1 independent comprehension reading error (had difficulty explaining the meaning of the word “promise”). Natalia had a difficult time using correct directional prepositions in her free speech. The most difficult for her was to choose the correct directional preposition between: “in” and “on”; “under” and “below”. Therefore, it was decide to arrange the lesson around directional prepositions.
2. Explain the purpose for your need-appropriate strategy
As we have discussed earlier strategies like visual scaffolding, vocabulary role play, repeated reading, and scaffolding English writing did not fit student’s needs or the time frame allotted:
Visual scaffolding would not be enough, because pictures don’t translate the movement that directional prepositions assume;
The meaning of directional prepositions are not deep enough for the vocabulary role playing
1. Assessment of the student’s needs
In order to find vocabulary words that Natalia struggles with, we chose to do the reading decoding test and reading comprehension test.
We started with the 5th grade vocabulary words and Natalia read the list working on the decoding of the words. After mispronouncing 5 words, such as: moan, hymn, bravely, register, embarrass, - we proceeded to the list of the words for the 4th grade readers. After making a mistake in following 5 words: innocent, seventeen, disturb, compass, attractive, - Natalia was asked to read the next 3rd grade list. 5 words were …show more content…
There were 4 instructional word reading errors (mispronounced words: Marco, homework, promises, remember) and 1 independent comprehension reading error (had difficulty explaining the meaning of the word “promise”). Natalia had a difficult time using correct directional prepositions in her free speech. The most difficult for her was to choose the correct directional preposition between: “in” and “on”; “under” and “below”. Therefore, it was decide to arrange the lesson around directional prepositions.
2. Explain the purpose for your need-appropriate strategy
As we have discussed earlier strategies like visual scaffolding, vocabulary role play, repeated reading, and scaffolding English writing did not fit student’s needs or the time frame allotted:
Visual scaffolding would not be enough, because pictures don’t translate the movement that directional prepositions assume;
The meaning of directional prepositions are not deep enough for the vocabulary role playing