The reading case that I will be using for this artifact showcases my capability to make wise decisions about what should be taught and how it should be taught, according to the educational needs of a student. By participating in this case study, I recognized and evaluated the needs of one particular student, in tier II of the RTI process, who was falling behind and not meeting the educational goals set for Kindergarteners in the State of Georgia. By identifying his needs, I could use instructional techniques that would make the subject matter relevant and accessible for the success of this student. As a member of the RTI team at my school, my job was to help the Kindergarten teachers with reading intervention, strategies, lesson activities,
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His primary social strength is that he interacts well with his peers and teachers. His biggest weakness is in the academic area of ELA. He has difficulty is with his phonemic awareness, phonics, and reading fluency skills. This has been noted by his teacher, Mrs. Williams in his first RTI meeting. He can identify 18 out of 26 letters, but not their sounds. When asked, what sound does “f” makes, he will say the “p” sound. Derrick also struggles with rhyming words and sight word recognition. These are all prerequisite skills for mastering reading and …show more content…
I did this activity orally with three other students since working with others was one of his strengths. Derrick got two out of eight correct. This gave more evidence that Derrick had difficulty with his phonemic awareness skills. Mrs. Williams and I discussed Derrick’s test results and activity I conducted with him. After our discussion, we decided that I should focus on helping Derrick improve on the skill phonemic awareness.
Although the student is working hard and paying attention, it is apparent that pronunciation concerning phoneme sounds, rhyming words, and sight words. Since the student is bright, capable and motivated, the help he needs from me as a special educational teacher is to incorporate considerations into my small group reading intervention lessons. It is my goal to help him to accelerate his rate of learning to decrease his need of intensive intervention in
His primary social strength is that he interacts well with his peers and teachers. His biggest weakness is in the academic area of ELA. He has difficulty is with his phonemic awareness, phonics, and reading fluency skills. This has been noted by his teacher, Mrs. Williams in his first RTI meeting. He can identify 18 out of 26 letters, but not their sounds. When asked, what sound does “f” makes, he will say the “p” sound. Derrick also struggles with rhyming words and sight word recognition. These are all prerequisite skills for mastering reading and …show more content…
I did this activity orally with three other students since working with others was one of his strengths. Derrick got two out of eight correct. This gave more evidence that Derrick had difficulty with his phonemic awareness skills. Mrs. Williams and I discussed Derrick’s test results and activity I conducted with him. After our discussion, we decided that I should focus on helping Derrick improve on the skill phonemic awareness.
Although the student is working hard and paying attention, it is apparent that pronunciation concerning phoneme sounds, rhyming words, and sight words. Since the student is bright, capable and motivated, the help he needs from me as a special educational teacher is to incorporate considerations into my small group reading intervention lessons. It is my goal to help him to accelerate his rate of learning to decrease his need of intensive intervention in