Student’s Name: Aiden
Teacher’s Name: Love
Book's name: My Next Reading 5 textbook /workbook page 12 -21
Levels of Proficiency
• Beginning – The student at this level struggles with his/her understanding; prerequisite and fundamental knowledge and or skills have not been acquired or developed adequately to aid understanding.
• Developing – The student at this level possesses the minimum knowledge and skills and core understandings, but needs help throughout the performance of authentic tasks.
• Approaching Proficiency – The student at this level has developed the fundamental knowledge and skills and core understandings and with little guidance from the teacher and/or with some assistance from peers, can transfer these understandings through authentic performance tasks.
• Proficient – The student at this level has developed the fundamental knowledge and skills and core understandings, and can transfer them independently through authentic performance tasks.
• Advanced – The student at this level exceeds the core requirements in terms of knowledge, skills and understandings, and can transfer them automatically and flexibly through authentic performance tasks.
Aiden was always on time for the class. He participated well in some parts of the discussion. However, there were lots of times when Aiden hesitated to converse with the teacher. He would always answer questions with “yeah”, and “yup” and short lines when asked questions. During lessons, Aiden took a long time to respond to the teacher when he is being called to answer or even repeat what she said even after the teacher used terms such as “repeat after me please” and Korean word “Tarahaseyo”. He also refused to repeat lines he has already read. This observation about his attitude is consistent, although he somehow changes his working attitude when someone is around him while studying. The teacher tried to play games and videos with him on our limited allotted time. On these occasions, Aiden seemed to focus better, but when it is already time for lesson with the book, Aiden suddenly loses his focus again. Moreover, Aiden refused to properly bid the teacher goodbye every end of the class as he would just answer “yeah” when the teacher was trying to have a proper closure. I hope Aiden’s behavior in the class improves with more motivation and patience of the teacher. I know Aiden could understand most of what the teacher was telling him, he just couldn’t find the right words to express what he wanted to say so he stopped trying. It will also help if someone will be around to guide him while studying to ensure Aiden’s proper behavior in the class.
Aiden’s comprehension skills may be classified in the developing level. He was able to understand simple statements and sentences. However, Aiden seemed to have a problem understanding vocabulary words’ meanings even when pictures in the book were already shown. He had trouble using the learned vocabulary words into sentences even when clues and cues were already given. The teacher needed to review previously learned words as he seemed to forget the meanings of those words the next meeting. It will be very helpful if Aiden will be able to sustain his attention towards the class during discussions. Simple games may also be played when introducing words to him. Furthermore, it was observed that Aiden is a little competitive when it comes to games, so it would be a great idea to incorporate competition in playing and introducing new words to him.
Aiden’s reading skills will also fall under the developing level. Aiden read lines haphazardly. Although it was observed that he can read most simple words in the book, he would still commit mistakes in reading sentences most especially with words that were unfamiliar. In addition, Aiden hesitated to repeat reading the lines whenever he would be called out to read again. This is one of the major setbacks in teaching Aiden as he seemed to be unwilling in correcting his mistakes. To get Aiden to repeat misread sentences, he must be given enough time and consistent reminder. Model reading of those lines in the text were also helpful in somehow helping Aiden lessen his miscues.
SPEAKING AND PRONUNCIATION:
Due to Aiden’s haphazard way of reading and limited vocabulary that hindered his willingness to talk to the teacher, his speaking and pronunciation skills will still be considered in the developing level. He would sometimes mumble his words. This may be because of his lack of confidence in speaking. To address this concern, first, his motivation towards learning and self-confidence must improve. Then, the rest will follow.
Aiden seemed to be a smart kid when motivated to do his tasks. He is also competitive and loves being challenged. It is recommended to enhance Aiden’s interest in the class through competitive games and interesting videos. He observably worked better when he was challenged to compete against the teacher in finding words in wordsearch no matter how difficult it was for him to know the spelling of these words. However, motivation should not just rely on games and videos that interest him. He should also learn to motivate himself in doing even the things that are not interesting for him because that is the real life. He should learn to practice perseverance and a positive learning behavior through the help of his teachers and guardians. It would also be helpful if Aiden may be given a lower level book as the book that he has been currently studying seems to be higher than his level.
In the coming lessons, more words will be introduced to Aiden through word games and puzzles. He will also be encouraged to talk more by giving more questions about the topic and the things he is interested in.