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Elizabeth Stevens
20 November 2014
TTE357-001
Benchmark Assignment Part I
MannyDescription of Child
Manny* is a six year old boy who is of Mexican descent. I learned from Meet Your
Teacher Night that he lives with his mother, older brother, and two older sisters (anecdotal notes
in ON on 8/1/14). The primary language spoken in his home is Spanish by his mother to her
children (child interview in Evernote on 10/3/14). The children, including Manny speak English
at school and to each other. In mid-October, a girl who is a monolingual Spanish speaker joined
our class and I have heard Manny speaking Spanish with her to clarify directions (anecdotal
notes in Evernote on 10/31/14). His mother is also from Mexico but I have yet to find out where
specifically (mentor teacher interview on iPad on 10/3/14). Manny enjoys playing soccer with a
few of his close friends in our class and they use another boys’ soccer ball (anecdotal notes in
Evernote on 9/8/14). When Manny scores a goal, he likes to reenact professional soccer players’
celebrations by running in a big circle with his arms spread out like wings and screaming
“Goal!!!!!!!!!” (anecdotal notes in Evernote on 11/10/14). He played on a community team on
the weekends but the season ended during the week before Thanksgiving (child interview on
iPad on 10/3/14). He rides the bus to and from school so I have only met his family once but
communicate with them through notes home (anecdotal notes on 8/1/14). Manny’s favorite foods
are ice cream and pizza and he loves going to Walmart with his mother (anecdotal notes in
Evernote on 11/3/14). He loves to help his friends during math time and enjoys writing in his
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journal and getting the cheer “Kiss your brain!” during instruction for his good work (anecdotal
notes 11/10/14).
Initial Analysis of Child’s Development
Physical Development
Manny has silver cavity fillings (anecdotal observation in ON 8/1/14). When school first
started, Manny’s arm was in a cast (anecdotal observation in ON 8/1/14) but was
removed (anecdotal note 8/20/14). During carpet time, Manny is able to sit criss cross for
about 4 minutes but extending to sit his bottom on his feet (anecdotal observation in ON
9/21/14).
Social and Emotional Development
During our classroom meeting, Manny was able to address his concerns with a classmate
of his (anecdotal observation in ON 9/24/14). This data indicates that Manny is capable
of expressing his feelings to others. During recess, Manny plays soccer with four other
male students (anecdotal observation in ON 8/6/14).
Language Development
Manny’s adult teeth placement has impeded his speech and pronunciation of certain
sounds like “s” and “t” (anecdotal observation in ON 9/17/14). Manny has “informal
sessions with the speech pathologist (teacher interview in ON on 9/15/17) and soon will
be regulated to formal sessions.
Reading and Language Arts skills
Manny was placed in to the 1-5 SFA reading level group (SFA Assessments) which is a
kindergarten level reading group. Manny has gotten 100% three consecutive weeks in a
row on the weekly spelling tests (spelling tests).
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Math skills
Manny can count to 100, write numbers up to 20, can recognize single digit and two digit
numbers up to 19, and can construct larger numbers using place value (Math assessment
checklist 9/10/14). Manny can count by tens (anecdotal observation in ON 8/11/14).
Social studies skills
Manny recites the Pledge of Allegiance every morning with his classmates every morning
(anecdotal observation in ON 9/22/14).
Science skillsManny sorted shapes into groups based on attributes (anecdotal observation in ON
9/22/14).
Description Assessment Tools
The different assessment tools that I used when working with Manny this semester are
varied. I have three main vessels that carried all of my assessment tools. The first vessel that I
used early on in the semester was my observation notebook (noted as ON in this written report).
It is a spiral notebook kept in my bag when not in use where I kept anecdotal notes on paper,
placed anecdotal notes on post-it notes, content checklists for math which assessed if he could
count to 100, his number recognition and his prior place value knowledge, copies of assessments
done for SFA, like fast track phonics which assessed Manny’s knowledge of sounds and red
words for the previous ten days, given to me by my mentor teacher, and interviews recording
anecdotally with Manny and my mentor teacher.
The second vessel was my iPad and its media recording devices such as video and photo
camera. My iPad that was issued to me by the University of Arizona is password protected and
kept in my bag when not in use and was not allowed to be used by a child without my
supervision. On the video, I recorded Manny reading and writing during SFA. On the photos, I
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took photographs of work samples like math review packets, SFA partner practice books, SFA
shared stories, SFA writing books, journal entries, penmanship book pages, and Manny in the
classroom exploring books and during writing time to examine his physical development of his
fine motor control.
The third vessel is a vessel within a vessel but I consider it its own entity as I share it
across multiple devices like my iPad, iPhone, and computer and that is Evernote. Evernote is an
electronic application that I first downloaded to my iPad, then later the other devices, and it
organizes my anecdotal notes and checklists into different “notebooks” for different content and
developmental areas like SFA, cognitive, physical, language, social/emotional, social studies,
science, and child input for the presentation that will accompany this written report.
An additional vessel that wasn’t as widely used was my iPhone. My iPhone is password
protected that was kept in my bag when not in use and was never given to a child to use. I used
the audio recording device on my iPhone to conduct an interview with the school’s speech
pathologist and to assess Manny on how high he can count and what sounds he knew.
Analysis in Child’s Growth
Physical Development
Manny currently writes his letters during writing time by following the description given
by myself and my mentor teacher of the lines on writing paper that the top line is the sky,
the dotted line is the gate, and the bottom line is the grass and his letters aren’t floating as
much (photo on iPad on 10/29/14).
Social and Emotional Development
Manny displayed friendly behavior during reading group time when he pulls up a chair
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for a girl who seats in a chair rather than sitting on the rug with Manny and the rest of the
class (anecdotal notes in Evernote on 11/3/14).
Language Development
Having been regulated to one 15-minute session with the speech pathologist every
Monday (audio recording on iPhone on 10/20/14), Manny’s production of the “t” is less
like “tch” due to the pinky technique given by the speech pathologist where Manny
places the tip of his pinky between his front teeth without biting and placing the tip of his
tongue on the tip of the pinky to help remind Manny of tongue placement (video
recording on iPad on 10/22/14).
Reading and Language Art Skills
Mastered the long vowel sounds “a_e”, “i_e”, and “o_e” (video recording on iPad on
11/10/14) and moved from levels 5-10 to 11-20 in SFA (interview recording in Evernote
on 12/4/14).
Math Skills
Mastered counting to 120 by 1s, 2s, 5s, and 10s (anecdotal notes in Evernote on
11/10/14). Manny is able to compose numbers to 99 using base ten blocks (anecdotal
notes 11/3/14). Mastered number recognition up to 99 (anecdotal notes in Evernote on
11/10/14). Mastered telling time to the hour and half hour (anecdotal notes in Evernote
on 11/3/14).
Social Studies Skills
Wrote an informative paragraph of inventors Alexander Graham Bell and Benjamin
Franklin and reported both inventors’ accomplishments and life histories in great detail
(anecdotal notes in Evernote on 11/5/14).
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Science Skills
Identifies multiple technologies invented by Alexander Graham Bell and Benjamin
Franklin in an informative paragraph (anecdotal notes in Evernote on 11/5/14).
Child’s Strengths and Areas Future Growth
Physical Development
Manny possess many physical strengths due to his athleticism gained from playing
soccer, making his gross motor control well developed (anecdotal notes in Evernote on
11/10/14). An area for future growth would be his fine motor control when writing to
really focus on the lines of the paper and use those guides of the sky, grass, and fence
(photograph on iPad on 11/12/14). I suggest that a penmanship activity book be created
for Manny to practice at home, with things like tracing activities and coloring pages,
perhaps integrating the activities with his interest of soccer.
Language Development
A strength that Manny possess is his command over his bilingualism. Despite being in an
ELD classroom, Manny tries to find the word to express him in English rather than
reverting back to Spanish (anecdotal notes in Evernote on 12/8/14). An area for future
growth would be his production of the sound “s”. While his “t” did grow, his “s” still
sounds like “sh” (video recording on iPad on 10/22/14). I suggest that a copy of the
speaking exercise be given to both his general education teacher and his family so that all
know what he is working on during speech sessions so that the practice is continuous.
Reading and Language Art Skills
A strength that Manny possesses is his command over learning and retaining most sounds
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taught to him (video recording on iPad on 10/22/14). An area for future growth would be
to focus on certain blending sounds such as “sp” and “ng” (video recording on iPad on
10/22/14). I suggest that a guided reading lesson be designed to target these sounds.
Math Skills
A strength that Manny possess is his command of most strategies to help him problem
solve. In my placement, my mentor teacher creates anchor charts for every mathematical
concept and places them in the classroom as a resource for the students to use during
instruction. Some students forget to go right to the anchor chart when they are figuring
out a problem, but Manny always goes straight to the anchor charts to remind himself of
a strategy that he can use (anecdotal notes in Evernote on 11/10/14). An area for future
growth would be to focus on is explaining his answer (anecdotal notes about a math
benchmark in Evernote on 12/8/14). The Arizona College and Career Ready Standards in
Mathematics focus on a student being able to explain how they got an answer. Since
Manny is in an ELD classroom, my mentor teacher allows him to orally explain his
answer and we want him to give it in a complete sentence. I suggest creating a list of
sentence stems for him to access and use during instruction.
*Names have been changed to protect those involved.