ED 123 Student Profile

Pari

Name of assessment assessment Score Grade Observations

#correct/total Level of
or time child
1-Concept of print Mod 2
2-Alphabetic Fluency Mod 3 1st grade 1st Worked fairly quickly, only
(DIBELS) 69/1min made 1 error in 70 words,
not including mistaking
capital I for small l.

3-Phonemic Awareness Mod 4

4-Sight Vocabulary (San Mod 5 Pre-Primer 1st 3 errors on pre-prim; 5 on
Diego) “Frustration” primer level. No facility for
1st grade words.

Information about student or students: Pari is a six-year-old girl, adopted at approximately age
one from India (father East Indian; mother Anglo-American; older sister, 11, also adopted East
Indian). Small for her age, she is very energetic. Physically active and mentally quick-witted, she
has a sophisticated sense of humor, prone to joking and “mugging” and inventing things. She has
a high opinion of her abilities, if not a particularly realistic one, and is quite competitive. This
competitiveness is what keeps her from being classed as simply hyperactive – her pride keeps
her engaged in a subject even when her curiosity flags and focus is subject to boredom,
distraction or fatigue, which is often. I see Pari on Mondays between 4-5pm after already having
a full day of school, so sometimes she is a little tired of intellectual activity, and can get
boisterous and uncooperative when she’s bored. In spite of that, she is unusually observant for a
six-year-old, keeping quite a good track of everyone’s schedules and conversations.

Summary of assessments and analysis of scores (what do you know about student needs?):
Describe an activity to support student learning (same setup as the module activity
assignment):

Assignment #11
Assignment #11
 ED 123 Student Profile

Pari is a six-year-old girl from India who was adopted when she was only one year old
from India. She is very energetic, and loves joking and inventing things. She is
physically active, witty, and smart. Because She is competitive, she isn't classified as
hyperactive. Sometimes she gets bored due to fatigue and exhaustion. In spite of that,
she is keeping quite a good track of everyone’s schedules and conversations. She is
good with Alphabetic Fluency and vocabulary. Since she has quick wit and fluency in
the alphabet, she needs to create New Words fun and can be used in the right way.
Also, they can be used to teach her. Even if she is not bored, the teacher can Prepare
some cards with new words. Also can ask kids to come up with new words. So it will
help him memorize spellings and come up with his own words. Riddle is also a fun way
to talk with Pari. You can always create your own riddles to get Pari engaged.
Sight Vocabulary
To become a swift reader, one needs to develop the skill of decoding sight words
instantly. Minecart is the first step towards spotting the sight word. Get your little one to
play this learning game to get a firm grasp of the word
This bingo game is sight word seekers! The simple and bright look of this sight word
game will help Pari on the way to being a reading superstar. Pari reads the used words
by sight. She begins to spell the sight words. A good goal is to learn 220 or more sight
words by the end of 2nd grade. The purpose of learning sight words is for Pari to
recognize them instantly while they’re reading.
 ED 123 Student Profile

References

Name of assessment assessment Score Grade Observations

#correct/total Level of child
or time
1-Concept of print (MLPP) Mod 2 17/22 Kindergarten Did very well except for
punctuation.
2-Alphabetic Fluency Mod 3 # / 1 minute
3-Phonemic Awareness Mod 4 10 / 1 minute Kindergarten He recognizes some familiar
(DIBELS) sounds but had trouble, left
off beginning sound of 3
sound words
4-Sight Vocabulary (San Mod 5- due Independent:
Diego) by Mid Instructional:
Term Frustration:

Information about students: John is a kindergarten student from an upper-middle-class family.

Both his parents work but he has support at home from his grandmother. He comes from an

English-speaking family. He is an only child with a new baby on the way in 6 months. He had

his own Garfield book with him for the concept of print test. He did very well, and understood

the comic strip format of print, which seemed good for her age. He was engaged and eager to

please.

Summary of assessments and analysis of scores (what do you know about student needs?):
 ED 123 Student Profile

Describe an activity to support student learning (same setup as the module activity
assignment):

to recreate a complete sentence, remembering that punctuation goes at the end of a sentence

and that it means we pause, or take a breath when reading out loud. John can decode but is

leaving off the first sounds of three sound

 ED 123 Student Profile
For John, it looks like he struggles with conventions (knowing where to put periods). A review of

sentence structure using a puzzle or word strips. Make sure that John knows that when we read

a word in English, we start with a beginning sound, then attend to the middle and end sounds.

Using Elkonian boxes to separate beginning, middle, and end sounds in CVC words could help

John pay attention to beginning sounds. Color coding is also a helpful way to decode CVC

words (green for beginning, yellow for middle, red for the ending). It is worth noting that John is

about to have a new sibling which will likely impact his social-emotional development

temporarily. He may need extra attention and support during this transition.

References

MLPP (2003). Concepts of Print. Retrieved from

http://www.misd.net/MLPP/assessments/conceptsofPrint/default.htm