2. A LITTLE ABOUT J T
Diagnosed learning disabilities. Adhd
First worked with the student in 4th grade last
year, 2012.
Student was held back to 4th grade a second year
because of parental concerns.
Scored 0 and 1 on FCAT last spring. Scored 1 on FCAT
last fall.
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3. OBSERVATIONS OF JT IN THE CLASSROOM
Difficulty concentrating.
Disrupts class by tapping pencils.
Does not participate in discussions
Does not turn homework in on time, if at all.
Easily distracted
The student has difficulty focusing on
lessons, constantly disrupts class with
unrelated questions and noises
(tapping, moving, and kicking his desk).
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4. OBJECTS OF LEARNING
Areas that need focus.
His reading rate out loud is quite concerning.
Most of the time the teacher does not call on
him because he takes up too much time.
His tone in reading is without intonation.
His comprehension of material seems to be
skewed by lack of interest. Science he seems to
like, but not math or reading.
Last year, he had much trouble with math, and he
got distracted quite easily.
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5. WHAT FOCUS TO USE?
LA.4.1.5.1: The student will demonstrate the ability to read
grade level text; and
LA.4.1.5.2: The student will adjust reading rate based on
purpose, text difficulty, form, and style.
LA.4.1.7.8: The student will use strategies to repair
comprehension of grade appropriate text when self-
monitoring indicates confusion, including but not limited
to rereading, checking context
clues, predicting, summarizing, questioning, and
clarifying by checking other sources.
A measurable goal is to have JT be able to score higher
than a 1 on FCAT in March.
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6. HOW OFTEN TO ASSESS?
Every Tuesday afternoon, I took time with the student to work on and work
through different assessments on fluency, comprehension, interest.
I noticed that the student did not show active interest, so I gave him an reading
inventory interest to find out how to motivate him to learn.
He has a profound lack of interest in class, he feels that he does not
belong ( this is his 2nd time in 4th grade.) This is also due in part to him
feeling that he has done it all before.
I listened to him read a loud in class, and thought that he was under grade
level, so I texted him on his abilities, intonation, rate, and prosody.
I found that his reading rate is low, although he knows most of the
words, he does not read a loud enough.
I had him explore text that was of interest to him, to assess both his reading
ability, and his comprehension skills.
I picked reading packets that he was interested in, and he was able to
work through them quite quickly.
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7. RESULTS
Student went from a 1 on FCAT to a 3!
Student is more attentive in class.
Student participates in classroom discussions.
Student turns in homework on time.
Student have confidence and isn't afraid to volunteer
answers instead of waiting to be called upon.
Student feels like he belongs in his school community.
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8. WHAT I LEARNED
Teachers can really effect the life of a student.
Not providing proper encouragement leads to a
lack of enthusiasm, and disinterest in learning.
I want to do my best to make every student
successful.
Learning about how a student learns is important
to be an effective teacher.
By taking an active interest, students take an
active interest.
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9. CONCLUSION
JT can be encouraged to learn if he knows that
someone has an active interest in what he has
to say.
JT’s frustration with himself, his disabilities, and
his differences from he is peers affect how he
chooses to engage in learning and assessment.
JT has the ability to succeed, he just needs the
proper motivation and support in order to
thrive.
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