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intervention block so none of the students are missing lessons on new material while
they are in the RSP room. Sara has three annual goals: one concerning reading
comprehension, one for writing, and one for math.
During classroom observations, Sara has always been focused and on task. She
listens to her teacher and follows instructions with minimal prompting. The literacy
activities I have observed are spelling lessons using the Signs for Sounds program,
small group read alouds with her teacher, and working on Lexia, a research-proven,
technology-based iPad program that accelerates reading skills development through
personalized learning with a focus on developing foundational reading skills. During
spelling lessons, Sara does struggle to remember words or sentences that are being
read for her to spell herself as well as overarching spelling rules during lessons. She
tries very hard and shows great concentration while working during spelling lessons.
This can cause her to work slower than the others in her group because she thinks
before writing most letters, but she also usually does very well and catches her own
mistakes. Her teacher has made a point to compliment Sara on her diligence in front
of the whole group during the lessons. The one big exception to Sara catching her
own mistakes that I have noticed was a lesson on suffixes (-est and er). She really
struggled with not only spelling the suffixes correctly and remembering to add them
when needed, but also the spelling of the base words. I think there might have been
too many things for her to remember when spelling these words, which made it
particularly challenging when compared to other spelling lessons. Relatedly, I have
also noticed that Sara often cuts off the suffix when reading aloud. For example,
instead of reading worker, Sara will just say work. In addition, she also generally
will only read the first part of a contraction so the word theyre becomes they
when she is reading aloud. Unlike her spelling activities, Sara seems to try to read
aloud quickly and does not often stop to sound out words or ponder what she is
reading. She does not read so fast that end punctuation is ignored, but she does often
make simple mistakes that I think she would not do if her rate were slightly slower.
More importantly, I think that helping her slow her reading process down slightly will
help her to comprehend the material more fully. Sara struggles with reading
comprehension particularly in the area of retelling what she has just read. I think it