Getting to know your focus child RDG 3113

Getting to know your focus child RDG 3113 - Getting to know...

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Unformatted text preview: Getting to know your focus child Child‘s Demographic Information: I_ My focus child. Mariah. is a six year old female African American kindergarten student. From whatl can gather. she lives with her mom and that is it. She does not talk about anyone else in her family. When I asked her about how much her mom helps with school work, her answer is 'sometimes'. C hild's Interest: Mariah loves all things girly. Her favorite things are hair clips. necklaces. shoes. bows. fingernail polish and clothes. Every time I go to West Point for practicum. Mariah tells me abont the cute shirt she has under her uniform and her fancy black boots. Each week she wears a new a necklace so far I have seen th butterfly, and heat necklaces. Mariah’s hair might always be in the same style but the bows and hair clips alwavnsfi match her stylish shirt. She loves to paint her fingernails and toenails silly colors. W color. She loves to lead and be in charge of a group. When I have her alone doing work, it is hard to get her to focus but if I have her with a few of the other Students. she does great. I feel like she loves to let her peers know she knows what she is doing and help them. 1 am always able to get her attention, if we take a minute to dance around. stretch, or play a quick game. Her favorite things to do are twist. lift our arms to the moon. and play popcorn. Learning Styles/Multiple Intelligences: Mariah is a hard student to truly identify a set multiple intelligence for because each week she is a little different and very shy at first. As I Spend more time with her, I am learning she loves being active and moving around. She is not very good alone or just doing a work sheet. With that being said. i believe she falls in the multiple intelligences of bodily—kinesthetic intelligence. interpersonal intelligence, and linguistic—verbal intelligence. Bodily-Kinesthetic Intelligence is Mariah’s first multiple intelligence because she loves to move. The first time I truly noticed this is when we were outside working on a math. worksheet. The assistant teacher had her sitting in a chair staring at the worksheet and not allowed to get up. Once I sat with Mariah. I tried to get her brain working but nothing, I felt like she might have been tired and I did not know how long she had been there so I decided to dance and stretch. I turned her workwhe over and made her get up and do a little twist and reach for the my! moon. We started counting as we were twisting and reaching, she did wonderful and even bypassed the number she was stuck on for the worksheet. When we finally sat back down to work. she was wiggling in her chair and playing with the top of her paper but she got through the worksheet. I feel that once she got comfortable in the fact that I was okay with her moving around she was able to focus her energy on her work and not trying to sit still. Internal—personal Intelligence is also an important multiple intelligence for Mariah. She 3/{1/ r'. “(j/- {does not comprehend things as easily if she is working alone. If I have the whole group with me, Mariah picks up on it easily and starts to help her classmates. Mariah is an excellent verbal .. Mr W communicator and conflict solver. Once two boys were fighting over pencils with easers in her group and she was not having it. She just got up and got them both a new pencil and solved the issue. She is also great at facial communication. Mariah uses serious eyes. as l have started to call them. When someone is getting on her nerves she will give me a look that is not pleased and I know exactly what is going on. Linguistic-Verbal Intelligence is a multiple intelligence that I am also seeing in Mariah but just every now and again, She loves writing, debating, and reading but she is also weak in reading and writing; She loves to read stories with me but she sometimes gets frustrated trying to read them. I feel like it is not that she does not enjoy reading for me but she just needs a bit more help getting the knowledge to read. I believe that if she could, she would read constantly. Mariah loves to debate her fellow group members about everything. One time that stands out is when she was playing a game called popcorn with another student, he was dead set on —o t being a word if M you put the letter p in front of it and Mariah was not. She knew she was right so she battled with \/ him until she proved her point. {’3} Total Points w /50 COMPONENTS UNACCEPTABLE ACCEPTABLE TARGET Grade; gender and age, Have an inadequate Have an adequate Have detailed Family bac ound understanding of about student’s age, information about INTASC 2, 3 student’ grade, age, grade or gender, and student’s age, grade, ACEI 3.2 and gender, and family background and gender, and (5 point) family background 0n 2—4 family background 1 and show their understanding with observation (5/ Interests Have an inadequate Know and understand Know and understand TNTASC 3 understanding of some of student’s student’s special ACE13.2 student’s interests. interests and show interests show this r (student’s interests are this understanding understanding with (20) Points) described without with one observation detailed observation adequate observation) (two or more 0-13 l 4-] 7 observations) 181/291' Multiple intelligence Have an inadequate Know and understand Know and understand INTASC 3 understanding of some of student’s student’s multiple ACEI 3.2 student’s multiple multiple intelligence intelligence in detail (20 Points) intelligences. (MI is and show this and show this described Without understanding with understanding with adequate observation) one observation detailed observation 0— l 3 14-1 7 Mechanics: Candidates misuse Candidates use 3 Candidates exhibit a English language arts high level of conventions in written competence in the use language forms in of English language describing the arts conventions in Hy students( two or less written discourse, 5} " technical errors). 3— “M 4 English language arts conventions in written language (4 or less errors). I Sentence struct ,\ gammar, Eli?) punctuation, coherence ACEI 2.1 (5 points) If teacher candidates have more than 5 mechanical errors, the report will be returned to the candidate for editing. Point deduction for late submission will be applied. 0—2 ...
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