Teacher Notebook #2 Child B: List the three assessments you administered to this child: (5 pts) Anecdotal Record, Reading

Fluency Assessment, Time Sampling Describe specific information you learned about this child through the three assessments identified above. (This might include areas of interest, learning styles, learning disabilities, distractions, physical disabilities, social skills, etc.)(15 pts) I administered these three assessments to learn more about Child B and her social activities with her peers. I also wanted to see how her reading level has progresses since her move to this new school. The first assessment that I performed was anecdotal records. This was done as I observed Child B interact with her classmates at recess. Since she was a new student at my arrival as a practicum student, I wanted to see how her friendships would be affected as time progresses and she became more familiar and acquainted with the students in her class. At the afternoon recess on March 27, just over two months after her arrival at East Elementary, Child B was observed being very interactive with five other girls as she led them in a game they called Grandma. She was laughing and smiling and clearly enjoying herself as they ran around and role-played with her friends. It was evident that the shyness that had been previously exhibited was vanishing as her friendships were developing with other girls in her class. The second assessment that I administered was an oral reading fluency assessment. In a previous assessment of an interview, Child B stated that she like to read. So I wanted to find out what her reading level was and how it had progressed since she came to this school. The assessment I have her was a timed, one minute reading of a passage. It was administered on April 3rd. Child B scored d130 words per minute (wpm), which exceeded the end of year, benchmark goal of 107 wpm. When comparing this score with her first recorded score of 120 wpm in January, I concluded that Child Bs fluency had improved by ten wpm in just a little over two months. This was a good sign, and suppressed any of my fears that changing schools may have affected her academic achievement negatively. The third assessment that I used to assess Child B was a Time Sampling. I did this by observing the student for thirty-five minutes straight. This experience had a surprising outcome for me, as I noticed some behaviors of Child B that havent been prevalent in the past. In the beginning of the time Child B was behaving typically as she paid attention and stayed on task. Midway through though, she distanced herself from what was being taught. At this point, I began to see her interacting with those sitting around her. At one point, when Ms. Jones left the classroom, she participated in inappropriate pencil flicking along with the boys in her group. The students that Child B was grouped with this week were some of the rowdiest in the class. This, perhaps, affected her behavior. From the assessment I learned that Child B is definitely feeling comfortable in her classroom surroundings and she easily followed the crowd in their inappropriate behaviors, even though it isnt typical of her.

Identify a behavior or an academic skill that you would focus on to help this child be more successful at school. (Some suggestions are: staying in seat, developing social skills, completing assignments, anger issues, more challenging assignments and/or instruction, etc.) (10 pts) After administering these assessments, my focus for Child B is to help her continue to progress socially in a positive manner.

Describe how you will use specific information collected from the three assessments listed above in a plan to help this student improve his/her behavior, make school more meaningful and successful and/or help this child to develop socially, intellectually, and/or emotionally. (The information collected might include: favorite foods, favorite school content areas, social skills or social settings, personal areas of interest such as animals, electronics, sports, countries other cultures, learning styles, etc.) (15 pts) This students social interactions have been my concern since she moved into the school. However, I have watched Student B go from shy and reserved to being more outgoing and interacting comfortably with friends. Now it is my concern to help her keep these relationships positive, and to not always go along with the crowd if what they are doing isnt the proper thing to do. From my anecdotal record I watched her having a great time with friends on the playground in an appropriate manner. However, in the classroom during my time sampling she participated in inappropriate behavior with students around her. So, I would like to have a talk with her about friends and making good and bad choices according to how your friends are behaving. We could make a guide for her to follow for her to ask herself some questions before she acts such as: o o o o Is this an appropriate behavior? Would I be doing this if my friends/classmates werent doing it? How will I feel if I participate in this activity? Will my teacher approve of what I am doing?

I feel that just these few questions will help keep Student B acting in a pleasing manner and will keep her from going along with the crowd just to fit in and feel accepted. As her teacher I will continue to monitor Student Bs interactions with peers and make sure she is being herself and maintaining good friendships and good behavior at school.

Effective Writing (5 pts) Total Grade: ______/50