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The first student I chose to work with is
Jordon. He is a mixed 6-year-old male
student. For Language Arts, he is a
lower-achieving student. His main issues
in Language Arts stem from his struggle with reading words. He especially has a difficult time finding
patterns within words. Outside of
Language Arts, he is a middle-achieving student in all other subjects. In general, he struggles with focusing on a
task for an extended period of time.
Often times, he can be found daydreaming or playing with the pencils on
his desk instead of working on the task at hand.
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The second student I chose to work with is
Lindsey. She is a Caucasian 7-year-old
female student. For Language Arts, she
is a lower-achieving student. She
struggles in Language Arts because she has a difficult time reading words in a
given text. Specifically, she struggles
with attending to an entire word as she is reading. She will often times look at the first, and
sometimes second, letter of a word, and then read the word based on that
letter. However, many of her word
choices do not match the given word, and do not make sense within the context
of the text. Additionally, she has a
hard time finding patterns within words.
Outside of Language Arts, she is a middle-achieving student in all other
subjects. In general, she has a
challenging time paying attention to directions. Frequently, she will say she does not know
what she is supposed to do for a given task, even though the directions have
just been given to the class.
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The third student I chose to work with is Maggie. She is a Caucasian 6-year-old female
student. For Language Arts, she is a
lower-achieving student. She struggles in
Language Arts because she has problems with reading words. In particular, she has a difficult time finding
patterns within words. Outside of
Language Arts, she is also a lower-achieving student in all other
subjects. In general, she is a very
talkative child, both inside and outside of class. However, she is unconfident in her own
abilities to complete a given task.
Often times, she asks a teacher to help her accomplish an activity.
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The first target area I have chosen to teach is word
families. Identifying words within a
word family will help my students be better able to decode by analogy. For example, if they come across the word “spill”
and do not recognize it, they can use their knowledge of another word in the
word family (e.g., “mill”) to decode “spill.”
However, if my students do not know about this strategy, then they will
have a more difficult time decoding words that are unfamiliar to them. Therefore, this target area is appropriate
for my chosen students because all of them have a difficult time discovering
patterns within words. Word families
involve finding the end patterns within words, so this target area will help my
students identify the patterns within words.
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The second target area I have chosen to teach is
context clues. Often times, a student
can discover what a difficult word in a sentence is if they use context clues
(surrounding words or illustrations).
This target area is appropriate for my chosen students because they all
have a difficult time reading words within the context of a reading (e.g.,
story). They either are unable to
identify the unknown word, or they identify the word incorrectly and it does
not make sense within the context it is used in. Therefore, if they know how to use the surrounding
words that they know (in the text) or the illustrations, then they will be
better at accurately identifying an unknown word within context.
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