This week, I have continued to support my mentor teacher while we are co-teaching during math and reading. While my goal is to help all students, I have mainly focused on aiding the most struggling student during reading time, who is before a reading level A (according to Foutnas and Pinnell). This has been an incredibly difficult task, although very rewarding because I am able to see his improvement each day. I have began to notice that he can read site words in isolation (using flash cards), but transferring the words to text is extremely difficult, and often times, there is no transfer. When reading site words, the student is also asked to spell them out; however, during core subjects when asked to write something down, he has difficulty remembering what each letter looks like and the phonemes for each letter.
While my teacher reports that he has a cognitive impairment, I am still striving to work one-on-one with this student every day. I feel as though it is our work and duty as the educator to meet students at their own level. Although this student may need special services, I believe it is essential to provide each student with the attention he/she needs. In the transition period, I will continue to provide the best possible support for this student. During my guided lead teaching, during intervention (the first 30 minutes of the day), instead of sending this student out with an eight grade mentor, I will ensure that this student and I are having one-on-one conferences while my students are working on individual work at centers. I believe this student needs to continue to practice site words and see them in text, as well as work on blends and phonemes.
No comments:
Post a Comment