What is his first language?
I have a student who is displaying similar behaviors in my first grade class. I just started him and two others on the Fountas & Pinnell's Intervention System for struggling readers. ----- Original Message ----- From: "Freida Hammett" <freida_hamm...@yahoo.com> To: mosaic@literacyworkshop.org Sent: Tuesday, February 2, 2010 5:43:23 AM GMT -05:00 US/Canada Eastern Subject: [MOSAIC] Confusing student & RTI This child needs help and I am at a loss as to how to go further with him. He is reading with me on a one to one basis every day and is currently half way through the Scott Foresman series for first grade of individual books (used for guided reading). Here is a list of my observations so far: First grade student, second language (been in our school for three and a half years now and the ESOL teacher is also concerned about him), held back in kindergarten. Doesn’t know shorts vowel sounds and some consonant sounds (but can tell me the name of the letter). Sometimes reads well, sometimes doesn’t. For example, couldn’t read the word “have” and after an interruption by another student when reading to me, he returned to the reading and read the word correctly. On target with DIBELS (unfortunately our only resource for reading assessment). Long term memory problems learning sounds unless working on something every day. Able to remember messages to give to parents but not the visual difference between sh and st, for example –but it seems like he is not paying attention to the word and assuming the next word will have the same combination, (Observation from when working on individual words when reinforcing a phonics lesson.) Substitutes words that makes sense but not visually related to the word on occasion, but then he also substitutes words that don’t make sense and are visually related (“of” for “for” as an example). I also have the feeling that he memorizes text by reading it over and over (he reads the book to other students after he and I work on it). One reason for my thinking this is that he puts his finger over the words before he says them, and sort of jerks his finger along the line—almost like taking a quick glance at the word then covering it up—when he reads. My question is what do I focus on to collect information and how do I collect it for RTI? I have never done an RTI and the person responsible for helping at my school has not given any help—she seems not to know herself. The EIP teacher says she will help but then can’t find the time—I’m offering to help her so she can. In the meantime, can any of you wonderful and supportive people help me get started? Do you have any suggestions for strategies to help him? Questions to ask him to clarify what his approach is? THANKS!Freida _______________________________________________ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. _______________________________________________ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
