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Strengths and Needs for Elizabeth (Receptive Modes (LISTENING (Strengths…

- - - - When I ask her to do something such as "Tell me about your favorite story, she immediately understands what I'm asking her to do
      - When she doesn't understand my question, she will ask "what do you mean?"
      - When I speak she looks at me and listens attentively
    - - Sometimes she will start speaking over me before I finish what I'm saying
        
        Ask the student to repeat what you have said to see if they have understood. If they can't repeat or paraphrase what you have said tell them to listen carefully next time.
  - - - Very enthusiastic about reading
      - Varies tone and uses emphasis correctly when there are explanation marks
      - Slowed down reading when she was unsure, broke down unfamiliar words into phonemes
      - Very fluent, does not pause between words
      - Knows when she makes a mistake and re-corrects herself
    - - Has trouble when she comes across longer words
        
        Hold up sentence on card or whiteboard. Ask children to read the sentence to a partner. Then ask the
        other partner to read it back to the first partner. Encourage them to discuss and figure out together
        any words that they find difficult.
        
        Create a list of frequently misspelled words and put the incorrect and correct spelling next to each other on the wall
      - Has a tendency to either add words in that aren't there or leave words out
      - Sometimes misses pauses at comas.
        
        Be sure to award them when they read it correctly with delighted enthusiasm.
        
        Look at incorrect sentences that don't have any commas and let the student decide where the commas should go, eg. The pansies were red and blue and black and yellow and purple and white.
      - Prediction
        
        R&R (repitiion and rhyme) Repetition makes books predictable, and young readers love knowing what comes next
        
        Let them see the text whilst you are reading to them outloud, this way they can remember the text and learn to read by imitation
        
        suggest acting out a favourite line from the text
  - - - Elizabeth points to a picture and recognises that it has no relevance to the story, but is a picture from another story on the next page
      - Has very good decoding strategies
    - - Doesn't look at images for meaning, moves straight on to the text and begins reading
        
        Ask the student to drawtheir own images based on the text so that they learn to connect image to meaning
- - - - Confidence in her speech
      - Very expressive in her use of tone, facial expression and body language
      - Speaks loudly
      - Uses many linking words such as 'and', 'then' etc.
      - Uses specific vocabulary eg. names, object, person
      - Maintains eye contact with me when she speaks
      - Responds to my questions and elaborates on her answer
    - - Speaks too fast
        
        Simply ask them to slow down
        
        Give them an example of yourself speaking at an appropriate pace, give them an example of speaking really fast to show them how hard it is to understand
      - Has very little coherence
        
        take the time to get your child to explain
        
        Ask questions when you don't understand
      - Jumps from topic to topic and makes false starts
      - Often doesn't make grammatical sense eg. "It shots on the head"
  - - - Weaknesses
        
        Sometimes uses incorrect letters to represent sounds such as "headake" and "mistaight"
        
        Create some flash cards with words that are often misspelt
        
        Put the flash cards in an envelope or place a piece of paper over the flash cards and reveal each sound at a time
        
        Create a letter combinations chart including pictures for meaning making
        
        Put up an "alternative spelling" poster
        
        Play hangman with the entire class of students with words that are more sophisticated or not common and interesting
        
        Use a long word and see how many words the students can come up with using the letters in that long word
      - Strengths
        
        Goes over the spelt word and takes time to consider t's accuracy, she changes it if she thinks it's incorrect
        
        Has strong phonemic awareness which assists her greatly in saying the word out loud and finding corresponding letters to sounds
        
        Has very exceptional understanding of silent letters
        
        Understands that same phonetic sounds can be spelt in multiple ways
    - - Strengths
        
        Thinks about what she would like to write before writing
        
        Has neat writing, showing appropriate fine motor skills for her age level
      - Weaknesses
        
        Rushed her writing
        
        Give them more time to develop their thoughts before writing.
        
        Give her some guiding questions to think about during the time that she is planning her writing
        
        Does not read back over what she had written to check for mistakes
        
        Encourage them to read over what they have written and let them know it's okay to make mistakes, and that if they can see any, fix it!
        
        Does not seem to enjoy writing
        
        Give freedom to write without over correcting
        
        Let them write about things that interest them. So what if she just wrote her 3rd recount about her birthday?
        
        Write for authentic purposes (letters, thank you cards, pen pals, a grocery list, etc.).
        
        Allow them to use invented spelling in a developmentally appropriate way.
        
        Treat them as a “real” author by putting the books they’ve written on the bookshelf to be read, right along with all your other books.
        
        Create a writers tool box which contains an array of materials such as bright coloured pens and markers, paper and a childrens spelling dictionary
        
        Play a detective game such as guess who?
        
        Does not use adjectives
        
        Ask student to describe something that is relevant to them such as their pet or their room
        
        Play an adjective learning game in which students have to play detective. This way students can have better understanding of how and why adjectives are used.
  - - - Was very excited to draw a picture based on the story that she had read
    - - Not really sure how some of her pictures are relevant to the story, she drew some fish swimming when I asked her to draw a picture of the character from the story waking up in the morning
        
        Ask student to label their drawings or write a short description of what they have drawn