The first student I chose to work with is Isaac. He is an African American 6-year-old kindergartener. He is in the high achieving language arts groups. Everyday my mentor teacher works with Isaac and Sarah in mini-lessons to improve their comprehension. Outside of language arts, he is a middle achieving student in other subjects. In general, he struggles to focus on a task for an extended period of time and often spends his time talking with peers. He typically knows how to complete the assignment he is working on but is too distracted by everything else that is going on the classroom to complete his work.
The second student I chose to work with is Sarah. She is a 6-year-old African American kindergartener. She participates in the high achieving language arts groups. My mentor teacher works with Sarah and Isaac on mini-lessons every day to improve their comprehension. Outside of language arts, she is a high achieving student in other subjects. She is able to work on her assignments for long periods of time and often completes her work correctly before her peers. When she is working on her assignments she is quiet and does not get easily distracted by her peers or other distractions in the classroom.
The target area I have chosen to teach Isaac and Sarah is visualization. They have already been introduced to other comprehension strategies in their reading mini-lessons. My mentor teacher has been working on activating background knowledge, connecting, predicting, and summarizing. Visualizing is a comprehension skill in which students create pictures in their heads of what they have read. This target area is appropriate for my chosen students because they are working towards comprehension and visualization is another comprehension skill. Knowing how to visualize with help Sarah and Isaac remember and understand the stories they are reading.
The third student I have chosen to work with is Jake. He is a 5 year-old Hispanic kindergartener. In language arts he is a low achieving student. He does not recognize all the letter sounds, cannot name all of the letters, and can only read a few words. My mentor teacher has already suggested to his parents that Jake be retained for a year. Outside of language arts, he is a low achieving student in other subjects. While he is able to focus on his the assignment in front of him he does not complete the work correctly. Instead Jake usually, colors the pictures or guesses about what he should be doing. His math skills are higher than his reading and writing skills.
The fourth student I have chosen to work with is Chad. He is a 6-year-old Hispanic kindergartener. Chad is also an English language learner. My mentor teacher has placed him in the low achieving reading group. He knows most of the letter names and sounds but has a low vocabulary. My mentor teacher is considering suggesting that he be retained for another year. Chad works on all of his assignments and does not get distracted by his peers or other events going on in the classroom. He often finishes his work before his peers but it is sometimes only partially correct.
The target area I have chosen to teach Jake and Chad is one-to-one correspondence with words. They have been working on concepts of print with my mentor teacher in their reading mini-lessons. My mentor teacher has been developing their concept of word through activities such as modeling one-to-one correspondence as she reads aloud from big books and in their reading group. Understanding what a word is and being able to point to each word as they or a teacher reads will allow students to move on to more abstract understanding of a word. They move from knowing that words are made up of letters to having their own meaning and relationships.
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