Strengths and Needs for Elizabeth (Receptive Modes (LISTENING (Strengths…
Strengths and Needs for Elizabeth
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.
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
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"
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
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
Writing different modes of text such as list, recount and procedure
Thinks about what she would like to write before writing
Has neat writing, showing appropriate fine motor skills for her age level
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