Sarah Hawley Methods III Child Assessment Project: Learning Profile 1. Introduction A.D is a student in classroom 105, first grade at Belding Elementary School in Irving Park. Her teacher is Ms. Sylvia Hagberg. The classroom is a traditional classroom set-up and approach, although Sylvia teaches in a developmentally appropriate manner for the children in the classroom. There are currently 27 students in the classroom. The class is an ELL classroom with 24 students able to speak a second language. A.D. is one of these students. Her first language is Serbian. There really was not any specific reason as to why I chose to do my observations on A.D., a six-year old girl in the first grade classroom that I am observing/student teaching in. A.D. behaves well during classroom time; she rarely ever gets in trouble during school. She is polite to the teachers and other students. I would say that she is a little shy because she does not call out answers all the time when the teacher asks for a whole classroom response. She does not really talk out of turn much. She attends the after-school dance program at Belding Elementary School. She enjoys going to this activity because she has told me that she enjoys dance. A.D. lives at home with her mother, father and her sister. Her sister attends Belding as well. She is in Kindergarten. When I have seen both of them interact, they are positive towards each other and always seem excited to see the other because they smile, wave and say Hi to each other. They also point out to the other children in their classroom that they are sisters. The familyâ€™s home language is Serbian. A.D.â€™s mother has visited the classroom
and has been a mystery reader. She frequently stops by to see Sylvia, my mentor teacher during the school year from when I have observed. Overall, it has been so interesting to observe A.D. throughout this first semester. Last year during Methods II, we did a child assessment and I really think that it benefits us as student teachers because we get the opportunity to focus on observing how the student is doing in the classroom. 2. Assessment of Development The following description is the social-emotional development of A.D.. A.D. truly is a student who I rarely, if ever, see in a conflict with another student. She likes to help another person in her group if they have trouble. She rarely speaks out of turn and pays attention to the lessons that are being presented to the class and her. When she makes a mistake she generally notices the mistake and corrects it on her own. During her Arabic special she will pay attention to the language that is being taught to her. On the first day of school, she was aware that she knew another language besides English by volunteering to the Arabic teacher that she spoke another language in addition to English. She pays attention during these lessons and from what I have observed behaves well during the lessons. She respects her teachers because she listens to what they have to say, responds to a question that they will ask and when it is time to move onto the next lesson she puts away her work from the lesson that they just finished. A.D.â€™s social interactions may affect her learning by the following. A.D. seems to have a lot of respect for her peers and the adults that she is instructed by. I say this because she pays attention, says thank you when she is given material from classmates or teachers and she helps out whenever a
need for helping out is wanted. She plays with the other children during recess and is usually not involved in conflicts from what I have observed. The following description is for A.D.’s physical development. Usually during whole-group instruction time, A.D. will sit in the center of the rug in front of the teacher. As for fine motor skills, A.D. writes well for her age. By looking at a writing sample that she did in the third week of November, her letters are easily identifiable. She grips the pencil correctly and when she draws a picture her drawings are detailed. An example of this is shown in one of her student work samples. The following description is for A.D.’s language development. As stated earlier, A.D.’s first language is Serbian. Her second language is English. Though English is her second language, she speaks in complete sentences and very rarely do her sentences not make sense. She will respond to questions that she is asked to answer. She communicates with her peers and teachers on a regular basis. I know that she can process the communications that she takes place in because she has responds quick to a question or a comment that she is told.
3. Assessment of Content Knowledge and Skills a. From my observations A.D. reads well during class and seems to enjoy reading because of the following. As for her strengths. She is in the green reading group. She follows along with the reading by pointing to the words, during read-aloud she makes sure to sit at the front by the teacher, and she pays attention to the stories that are being read and likes to answer comprehension questions.
Her weaknesses could be that sometimes during her reading she does space out because she misses the cue to start reading sometimes. Her dibels score was relatively high for her age group. Although, she did go down in some of her scores from kindergarten, this could be because of the summer break and she has not been tested since the beginning of kindergarten because her group does not need to be tested as often. She improved in some areas of the DIBBELS since kindergarten as well. b. A.D.â€™s writing has improved from the beginning of the school year. Her strengths, from my observations, looking at her journal and including a writing sample as an example of her work, she has made progress with writing her letters and her sentences. She writes in complete sentences for the most part and her letters are easily identifiable. Her weaknesses can include working more on her DOL skills. Right now, she does do most of the DOL but she does need help while working on them. c. A.D.â€™s strengths in math are the following. From my observations, A.D. seems to enjoy math because during her math lessons she is paying attention to the teacher when they are teaching the lesson. She helps out her classmates in her group if they need help with the math. Whenever she volunteers an answer for math, she usually gets the answer correct. She does well on her math assignments both in the classroom and outside of the classroom from looking at her work that she completes. She also does well on her math tests. d. Although I have not observed A.D. during a science lesson before, Sylvia explained the following about A.D.â€™s strengths and weaknesses. She stated that A.D. really does well during her science lessons. She is asking questions and volunteering her answers. She does not see any weaknesses in the content area of science at this point.
e. The following are the strengths of A.D. in the content area of social studies. When I observed social studies lessons taking place at the beginning of the school year, A.D. seemed to really like drawing and writing about her family because she always seemed happy to talk about her family to her classmates and the teachers. Recently, there have not been as many lessons/activities on social studies but they will be starting their families unit soon which will bring up more opportunities for social studies to be observed. At this point, there are not any weaknesses to discuss. 4. Samples of Student Work a. The first sample of student work that I chose was from a lesson learning about trees. The children read a story book about trees drew a picture of a tree and put a sentence describing the tree that they drew. I chose this work sample because for one it is not from a worksheet. Second, the work sample shows an excellent example of her fine motor skills. Her letters are clearly recognizable, she is writing on the line; she did not ask for any help to spell the words, used correct punctuation and her drawings are detailed. This work sample contributes to the assessment of her letter drawings and sentence structures.
b. The second and third sample that I chose was a work sample from A.D.â€™s journal. Frequently throughout the week, the students will write a journal entry. The first journal entry is from Wednesday September 29, 2010. By looking at the details of her drawings, you can see that A.D. is developing her fine motor skills. Her letters and sentences are readable and she is able to answer the question given for the journal entry. On her next journal entry that I am showing is from December 7, 2010. She is starting to
work more on her DOL. She is working more on her fine motor skills by writing on the lines and letters are clearer. The drawings that she created are starting to become more detailed. c. The fourth sample that I chose was a math work sample of A.D.â€™s. This was from an assignment where they had to solve the addition problems. All of her addition problems were correct. A.D. seems to enjoy math. Whenever we are working on a math lesson, she is paying attention for the most part and the work sometimes seems almost too easy for her. Not for every lesson being taught, but there are ones where she is ready to move on to the next concept. I also wanted to take note of her fine motor skills here as well. d. A fifth sample of A.D.â€™s work includes her overall Dibels assessment. I chose this to show an example of her reading assessment. I notice how some of her test scores have improved since kindergarten, some have slightly decreased. This could have been because of the summer break and they were tested during the first week of school. 5. Summary A.D. seems to be motivated by art lessons. During her art special, I noticed how involved she was in the work that she was creating. When she is working on her journal or an art project she seems to be as detailed as she can in the assignment. She seems to enjoy drawing and writing because during these activities she is focused and if she does not know how to spell a specific word she asks for help. A.D. lives at home with her mother, father and her sister. Her sister is in kindergarten at the same school as her. As stated earlier, the first day of her Arabic lesson, she was eager to tell the teacher that she spoke another language in addition to
English. She even gave an example of how to say something in her native language, Serbian. Her social-emotional, physical and language development do not seem to hinder her learning and engagement. She is an ELL student but she reads and writes English with very few errors, her fine motor skills are good because this is shown through her work samples and the amount of progress that she has made throughout the school year. As for her emotional/social development, she gets along with her peers and teachers in the classroom. For physical activity, I believe that not just A.D., but all of the children in the classroom could benefit from more physical activity. Especially for A.D. since she takes her dance after school activity. In the environment, A.D. does seem to need the teachers to ask her questions because at times she does become shy and she knows the answer but just needs to have a purpose to answer the question. Intellectually wise, there is differentiation taking place in the classroom so that if she needed an activity that was differentiated, she would be given these opportunities. I do believe that she feels safe in the classroom because she comes into school each day happy to be there with a smile on her face and says hello to her peers and her teachers. She does take risks because when Sylvia asks for volunteers to respond to a question, she usually raises her hand. When she gets an answer incorrect, she takes risks by volunteering again for the next question. A.D.â€™s learning style is through conversations and practice. She likes to read during class and since reading is heavily involved in the curriculum, she is benefited because of this. Her first language is Serbian. She does need question asking by teachers so that she can continue to correct things that she gets incorrect. A.D. is starting to
become more able to read on her own and as discussed in the work sample above, she is able to write complete sentences and spell words on her own.
With help from others,
A.D. is able to extend upon her prior knowledge and when she does get an answer incorrect, she keeps answering questions and learns from the experience. Sylvia has also commented on how A.D. does have very few weaknesses. She says this because she always displays a positive attitude, acts positive towards her students and classmates and really tries to do well during school. I will use the information from this child learning profile during my student teaching. I will also try during the next week of observations that I have, to write down notes about all of the studentsâ€™ social, physical, cognitive and language development. I believe that in addition to the importance of planning a lesson it is also important to plan for effective teaching. Effective teaching includes knowing your students and specifically what they need in order to be successful during the lessons. The changes that I would make if possible during my student teaching experience would be to include more physical activity in the classroom such as incorporating dance, possibly yoga, additional art activities and continuing to constantly build upon the studentsâ€™ prior knowledge. During one of my observations, the students did a meditation and stretching exercise and just giving them the time to do both of these activities, let them take a moment to just relax and re-energize for the rest of the class day. I believe that the interaction in the classroom is good because Sylvia is constantly talking to the children; very rarely will I ever see her just sitting at her desk. I would like to see more engaging small group interactions in the classroom. Differentiation is extremely important in classrooms because we do have a variety of learners in our
classroom. We need to make sure that the curriculum in the environment is not only a reasonable challenge but that it is engaging and the children find enjoyment in the lessons that they are participating in. For A.D., her interests such as dance could be incorporated into the lessons through music and movement and her art interest as well.
This was an assessment of a child's physical, social and academic domains in the first grade classroom that I student taught in.