Chelsea (pseudonym) has been enrolled in our co-taught classroom the whole year, showing her academic strengths and weaknesses along the way. Mrs. Moore has done a great job facilitating instruction and keeping students on task as much as possible, however, some students continue to show signs of struggle in areas such as literacy and mastery of the English language. Common spelling errors are the gap between full comprehension of a text, and self-created attempts to understand hot reads. Chelsea is shy, quiet, and timid. When you ask her to answer any type of problem, she retreats her literacy confidence and seems to be asking you questions in her tone, rather than telling you her ideas. My wondering is how can I help Chelsea become a better speller of high frequency words. If and when I accomplish the goal of this wondering, then perhaps her verbalization of words will be effected positively as well. This late in the year it may be a little difficult to start a word study program, however, I may still find fun activities with word boggle generators, enticing her to learn proper spelling through non-intimidating games. (#FEAP1f)
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March 2015
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