It is important to first focus on Ingrid’s strengths and
initiate the discussion with the special attributes that Ingrid contributes to
the classroom. For example, discussing
Ingrid’s eagerness to participate in classroom discussion regarding reading
assignments. Also insert how much I
value her significant contribution to class science projects.
I would start the standardized test review with Ingrid’s
strongest areas. I would also let her
grandmother know that I will be reviewing strengths first and that standardized
tests are not always a true reflection of a student’s skill level. I would express that according to the test
results, Ingrid is excelling in reading comprehension and science. She scored well above average in both areas,
and is performing within the 90-92nd percentile amongst her peers. Ingrid’s next strength lies in her
application of social studies knowledge content. She is performing well above average in some
areas and above average in the others.
She is within the 84th percentile amongst her peers in the
subject. Next we will review math
concepts, providing that Ingrid scored above average in some areas and at
average level in the majority of this category.
Lastly, we will discuss Ingrid’s scores in spelling and math
computation. She is performing in the 37th
and 39th percentile in these content areas. I will point out that the positive here is
that Ingrid is not performing at well below average in any of the subject
areas. However, she is struggling in
these two areas above the others. In
both areas, she has some sections where she scored average and others where she
mostly scored below average. I would
explain that these are the areas where we need to focus on strengthening
Ingrid’s skills.
When Ingrid’s grandmother asks what she can do at home to
help strengthen Ingrid’s skills in these areas, I would provide her with a few
suggestions. In spelling, Ingrid could
receive great benefit from someone reviewing her spelling words with her. Possibly quizzing her on the weekly spelling
words each night after dinner would help improve her skills in this area. Another suggestion would be focusing on the
words in the spelling list that she struggles most with. Come up with a rhythm to spelling the word
out, or relate the word to something familiar to her. Combine this strategy with repetitiveness to
increase her knowledge. Lastly, as Ingrid
is performing higher in math concepts than in math computation, it is important
to focus on mathematical steps that lead to accurate computation. Reviewing the steps to mathematical computation
with Ingrid could be beneficial in helping her understand how to set up,
structure, and compute each moth problem.
Assuring that she understands the steps and what each one entails is
significantly important for successful computation.
In conclusion, I would inform her grandmother that I am
happy to discuss strategies and provide any helpful information in the
assistance of Ingrid’s skill growth in the weaker content areas. I would advise her to reach out to me with
any questions or additional suggestions.
I like how you start off by explain that standardized tests are not always a true reflection of a student’s skill level. I believe a lot of parents and children believe that it is and they let a test score determine how smart they can be.
ReplyDeleteAnother way Ingrid could practice her spelling is by picking different vocabulary word from each class and spelling out that word then the definition. Not only does this help in spelling but also in comprehension. By taking weakness and applying it with a strength I believe it will lead to improvement and build Ingrid's self-esteem.
You made a good point by showing the distinction between the two math areas that Ingrid was struggling with and how one compliments the other. I suggested in my own blog that one could relate both building blocks back to science, a subject she excels in, and use that sort of as scaffolding to assist Ingrid with math. However you're right that if two related concepts aren't clicking, the student usually doesn't progress in the subject. We learned a lot in ElEd about how children aren't taught as much about math processes and HOW things work they way they do. I often feel I would have learned more in math if I had been taught the intricacies behind some formulas. I consistently found myself asking "But HOW does it work," and then simply being forced to memorize something instead of getting an explanation. We have to look critically at the way in which our students are receiving information and whether or not our explanations are adequate.
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