Day 2

2/2/16 (Mid- chapter checkpoint)

EC student:

What does this work tell me about the student?

This work was read aloud to the student. He was able use his notes
and look at the anchor charts around the room. Overall he did very
well, which tells me he is able to look back in his notes and understand
the material. He also does better when he has his questions read
aloud to him. Unfortunately this accommodation is only available for
math during tests.

What could I have said differently that would have helped this student?
I could have highlighted key words in order for him to understand
where to look within the book. I also could have wrote page numbers
by each question showing where the notes were located.

What could I change about tomorrows lesson that will make a

difference to this student?
For tomorrow I will make sure that information is read aloud and I refer
to any anchor charts previously made or on the walls. This way the
student has a visual to refer back to throughout the lesson. If I did not
do this I could have visuals already within his math book for him to
look at.

What learning barriers are there for this student? How can I help
him/her to get around those barriers?
o Trouble reading
o Trouble with spelling
o Trouble comprehending what he is reading at his classmates
pace
I am going to make sure that he is in groups that will help guide him to
the right information. That way he does not have to reread the entire
text when trying to find an answer.
-Reading his major learning barrier in this situation. He is able to follow
along as long as I monitor his learning to make sure I am not moving
too quickly. The only way that I can think of changing this for now is
make sure every question is read aloud. If he is in a group or partner
work he is with a strong reader that can help him through the
problems.

Day 4
2/4/16 (Homework)
EC student:

What does this work tell me about the student?

What I can tell form this work is that the student does very well when
lightly assisted. He was able to look at an example to get an idea
about what he is suppose to be doing. He got a 100 on this homework
with the help of his parents as well.

What could I have said differently that would have helped this student?
Overall he seemed to understand the lesson very well from the looks of
this work. What I could have done however was send home fraction
strips or circles so that he could have a visual

What could I change about tomorrows lesson that will make a

difference to this student?
For tomorrow I will make sure that information is read aloud and I refer
to any anchor charts previously made or on the walls. This way the
student has a visual to refer back to throughout the lesson. We will be
working again on what we learned today so they will be in partners a
lot of the time which means I need to make sure I pair him with
someone that will challenge him but not give away the answer or make
it too hard for him. I can tell that he works well with a little assistance.

What learning barriers are there for this student? How can I help
him/her to get around those barriers?
Reading his major learning barrier in this situation. He is able to follow
along as long as I monitor his progress to make sure I am not moving
too quickly. The only way that I can think of changing this for now is
make sure every question is read aloud. If he is in a group or partner
work he is with a strong reader that can help him through the
problems.

Day 5
2/5/16 (spelling test, 11s fact quiz)
EC student:

What does this work tell me about the student?

What this work tells me is that this student does not have a hard time
remembering and memorizing facts or spelling words. The only reason
that he received a 99 on his facts quiz seems to be because he made a
silly mistake and forgot to put another 4 when asking what 11x4
equals. From previous work I know for a fact if the words on his
spelling test were anywhere else but the test he would not be able to
reproduce them or understand what that word means. He lacks
comprehension skills when he is asked to do a task by himself.

What could I have said differently that would have helped this student?
To challenge the student a little more I could verybally said the word
and had a few sentences with the word within the sentence. The
student would then have to highlight that word in the context of the
text.

What could I change about tomorrows lesson that will make a

difference to this student?
I will highlight any spelling word that is in the text we are going over.
This way the student can see what this word looks like in context.

What learning barriers are there for this student? How can I help
him/her to get around those barriers?
Once again reading is his major learning barrier. He is able to follow
along as long if I am reading aloud to him but otherwise he is not able
to keep up with the class. If he is in a group or partner work he is with
a strong reader that can help him through the problems.

What can my clinical educator tell me about this student?

He does not do well when he is rushed so when he can take his time he
tends to do better. This explains why he answers the 11s fact quiz
correctly for the most part but is not able to finish it within 5 minutes
that is why we make accomidations to his grading. Instead of counting
off for everyone he didnt do we just stop at the last one he did and
only mark off any of the ones that he got wrong.

Day 6
2/8/16 (ELA compare and contrast test)
EC student:

What does this work tell me about the student?

What this work tells me is that this student does not do well with
passages where he has to read the material to himself. I tried to give
this student a modified version where he had less questions, which
meant more time on each question since I noticed he does not do well
when he is rushed but it did not seem to work. This work showed me
that he did not comprehend any of the information. This is very
alarming because I know he is smarter than what this grade would be.

What could I have said differently that would have helped this student?
I tried to reiterate to slow down and take your time. I told him that if
there were any words that he did not understand that he could ask me
but he did not ask me any questions throughout the test. I even gave
him a small checklist at his desk where he could check off what he is
suppose to do for each passage and question section.

What could I change about tomorrows lesson that will make a

difference to this student?
For tomorrow I will make sure that I am reading (or he is in a group that
will read to him) and I will see if this makes a difference in his
comprehension skills.

What learning barriers are there for this student? How can I help
him/her to get around those barriers?
Once again reading is his major learning barrier. He is able to follow
along as long if I am reading aloud to him but otherwise he is not able
to keep up with the class. If he is in a group or partner work he is with
a strong reader that can help him through the problems. For the next
test I am going to have my CE take him to the back of the room and
have him read aloud to himself.

What can my clinical educator tell me about this student?

One of his accommodations for the EOG is that he his aloud to read the
material aloud to himself. I think part of his problem is that he cannot
retain the information in his head the same time he is trying to read
silently in his head.

Day 8
2/10/16 (ELA EOG prep test)
EC student:

What does this work tell me about the student?

The EOG prep test is the first document that I am analyzing. I realized
that this student was really struggling in ELA and according to the
questions he was not comprehending the text. Before we read aloud
some passages to help him but on the EOG he will not have this
accommodation however he can read it aloud himself. So what I had
him do was go with my CE and read aloud the test to her while he was
taking the test. Now this did take a lot longer than normal. As the
data shows he only has 2 questions done throughout that time. Even
though it is taking him longer the questions he has answered are both
correct. So as of right now it shows me that the reading aloud benefits
him greatly.

What could I have said differently that would have helped this student?
One thing that I did not see him do is unravel his passage. We have
been doing this all year and I think it would of helped him if I reminded
him to do so before I gave him the test.

What could I change about tomorrows lesson that will make a

difference to this student?
For tomorrow I am going to make sure he has an unravel tip sheet at
his desk so he remembers to go back through and do that. I think this
will help him a lot with finding answers and comprehending the
material.

What learning barriers are there for this student? How can I help
him/her to get around those barriers?
Once again reading is his major learning barrier. It may take him
longer but having him read the test aloud will help him slow down and
comprehend the text. What I am going to do for tomorrow is modify
his test and take out a few questions so that he does not become
exhausted from trying to read the material..

Day 9
2/11/16
EC student: (exit ticket)

What does this work tell me about the student?

The student leaves early during math so I had to give this to him when
he got back. This work showed me that he understood how to find the
improper fraction but then the second step confused him. He
misunderstood how to figure out how many times 3 goes into 48.

What could I have said differently that would have helped this student?
What I could of done was tell him that we need to see how many times
the 3 goes into the 4 first. Since this number is our number in the tens
place. Then move on to the 8 which is in the ones place.

What could I change about tomorrows lesson that will make a

difference to this student?
Tomorrow I can do a quick review on our simple steps on how to do
division with a division box. This will only take a few minutes but I
think it will benefit my EC student and anyone who may have
forgotten.

What can my clinical educator tell me about this student?

He can understand material when the steps are drawn out. This is why
he was able to get from step one to step two. The reason why he did
not get to step 3 is because it was not laid out in class. We quickly
reviewed but did not write down the steps for exactly how to use our
division box because this was background knowledge for most
students. She said to review really quick tomorrow on how to do this to
make sure each student understands.

Day 10
2/12/16
EC student: (fractions of a whole ws)

What does this work tell me about the student?

This work I modified so that the student would have a referral to look
back on. However he still did not get one question right out of the
three I gave him. What he got confused on were the steps on
multiplying fractions.

What could I have said differently that would have helped this student?

He did find how many did not have the green jackets but he was
suppose to be looking for how many did have green jackets. I could
have told him to make sure he is finding the write part of the question.

What could I change about tomorrows lesson that will make a

difference to this student?
For Monday I will make sure that the student is slowing down and
following directions correctly. I think that if he would have been
assisted with this problem he would have been able to get the correct
response.

What learning barriers are there for this student? How can I help
him/her to get around those barriers?
Once again reading is his major learning barrier. It may take him
longer but having him read the test aloud will help him slow down and
comprehend the text. What I am going to do for tomorrow is modify
his test and take out a few questions so that he does not become
exhausted from trying to read the material. The reading trouble that he
has I think is what prevented him from writing down the correct
answer.

What can my clinical educator tell me about this student?

One of his accommodations for the EOG is that he is aloud to have his
math read aloud to him. So what we talked about doing is reading
aloud his questions when he does not get them correct. I think part of
his problem is that he cannot retain the information in his head the
same time he is trying to read silently in his head.