Student one is a 6-year-old female in kindergarten for the second time. She comes from a low socioeconomic background and speaks both English and Spanish at home. She excels in math but struggles with reading, especially blending sounds to read words. She has traveled to Texas and Mexico. While she knows letters and sounds, putting them together to read is difficult without practice at home.

1. STUDENT ONE
By: Hayley Moore

2. * STUDENT 1 *
Facts about Student 1
• Student one is six years of age and will be seven in a
couple months.
• This will be this student’s second year in kindergarten
at our academic institution.
• Gender: Female
• Home language: English is spoken at home with
Spanish on occasion. The family moved here when
the student was three years old. Before, they lived in a
home where Spanish was the language spoken most
often.

3. SOCIOECONOMIC
STATUS
Student one comes from a lower socioeconomic status. The
student’s father is fluent in Spanish and from Texas. The
mother is of Caucasian decent and works long hours at a
local store leaving the fifth grade sister to take care of
student one and her older sibling. Student one eats for free
in the cafeteria and lives in a local apartment. Neither
parent went to college. Student one’s mother graduated
high school, but the father never did. He started working at
a young age.

4. ACADEMIC CHALLENGES
Student one is smart and tries her best in school. She is an excellent math student.
Student one is able to add and subtract, can identify any number to one hundred,
can write her numbers, and count.
Reading is where the struggle lies. She knows all the letters of the alphabet and can
identify each of these. Most of the time, she is able to recall each individual sound
of each letter of the alphabet. She struggles putting the sounds together. Blending
consonant, vowel, consonant words is a struggle for student one. When blending,
the student is unable to hear herself saying the word. Sight words are difficult
because she is not getting the reinforcement of practice at home.

5. FUNDS OF KNOWLEDGE
FAMILY
Student one’s family consists of her three sisters and mother. The father lives
in Texas, and they do not communicate often. Student one is the youngest
of three girls. She has two older siblings, one that is in third grade and a sister
in second. They do not have any family in the state. They are a close knit
family and the mother does what she can to take care of all three girls.
Student one is close to her sisters and tends to rely on them as much as
possible.

6. FUNDS OF KNOWLEDGE
LINGUISTIC
The student is fluent when speaking Spanish and English. She prefers to
speak in Spanish when trying to impress her friends. They find it funny.
English is spoken at home, though sometimes the sisters and mother speak
in Spanish which causes confusion. Student one can identify all the letters
of the alphabet and knows each sounds that the individual letters make.
The struggle comes from blending sounds together to make words.

7. FUNDS OF KNOWLEDGE
EXPERIENCES
Student one has traveled multiple times to places that are new to most of
the students in the classroom setting. The student visits Texas each summer
to spend time with her father and his family. Her mother has taken her and
the sisters to the zoo, the buffalo park, and the community park. She does
not travel much besides to Mexico, but the students find it interesting
because no other class member has visited there.

8. FUNDS OF KNOWLEDGE
CULTURAL
Student one was born and raised in Texas. She is Spanish decent. Her
father’s family live in Texas with him. They are all fluent in Spanish. She
attends a Baptist church regularly on Wednesday and Sundays. Her mother
is of Christianity faith and that is what is practiced inside their home. The
child wears her sister handed down clothes. She is polite and well mannered
inside the classroom. The mother believes in discipline and teaching her
daughters to be respectful to others.

9. STRENGTHS RELATED TO LITERACY
EXPECTATIONS OF THE CCSS OR OTHER
COLLEGE AND CAREER READINESS
STANDARDS
• With prompting and support, the student is able to answer questions
about key details related to a text
• The students can identify the author and illustrator of the text
• With prompting and support, the students can compare and contrast
stories.
• The student can recognize and name all upper and lower case letters of
the alphabet.

10. CHALLENGES RELATED TO LITERACY
EXPECTATIONS OF THE CCSS OR OTHER
COLLEGE AND CAREER READINESS
STANDARDS
• The student struggles isolating and pronouncing the initial, medial vowel,
and final sounds in a word.
• It is a challenge for her to apply grade-level phonics and word analysis
skills to help assist her in decoding words.
• Has difficulty reading high frequency words.
• The students struggles reading emergent text.