Student Needs Chart ED 450

Genevieve Price
Student

Description of Student

PA

PA is very social. He is always

paying attention and knows
what is going on around him.
He listens well to my instruction
and picks up on tasks very
quickly. However, he has some
anxiety issues where it has
been difficult for him to come
into school in the mornings.

EC

LC

BD

How are you applying your knowledge and skills to meet the
unique cognitive, behavioral, and/or cultural needs of each
student?
I have made a point to use technology more in the classroom and PA
responds very well to this. PA likes to feel important and have many
different tasks throughout the day. I give him many different technology
jobs. These jobs help him to stay focused in the morning, and think
about these jobs instead of thinking about how he is not in the comfort
of his home. It is important for PA to feel like he is busy, especially in
the morning. Once he gets used to being at school each morning he is
always participating and setting a great example to his peers.

EC is a very observant student.

She is a student who strives to
do her best. She always wants
to be challenged, and she is a
student who is meeting or
exceeding most of the first
grade standards.

Because EC is a student who is meeting and exceeding standards in

many concepts for first grade, I always plan challenges to give her for
lessons. She usually finishes tasks quickly, and when she does I always
make sure that I can give her something more. I make sure to remind
myself not to give her extra work, but to give her work that will
challenge her brain in a different way.

LC has grown so much as a

student this year, and even
since I have been with the
class. My cooperating teacher
has shown me his handwriting
and work from the beginning of
the year until now. He has
taken off as a writer, and has
even grown socially.
BD is a student who is always
participating, listening, and
working hard. Her reading skills
are at a second grade level, and
she receives enrichment for
reading and math because she

To meet the unique needs of LC has been a great challenge for me. LC
loves to talk, especially while I am trying to teach a lesson. I have tried
numerous things, but then one day I decided to ask him what he thinks
would work best. He told me that he thinks he learns better while he
sits at his seat instead of going to the carpet. So I now let LC sit in his
seat while the rest of the class is sitting at the carpet to learn. It has
worked out incredibly well! I will ask LC questions about the lessons to
make sure he is staying on task and he can answer them with no
problems!
BD is a student who asks for extra work to take home. I am constantly
giving this to her, and our enrichment teacher is seeing her many times
during the week. She loves to learn and loves to participate. I
sometimes think she struggles with some spelling concepts because I
notice her memorizing instead of grasping concepts. I also notice that
she rushes with many things. Her handwriting is sloppy, and I remind

Student Needs Chart ED 450

Genevieve Price
has met and succeeded first
grade standards.

GD

MD

EF

GD is a typical first grade boy!

He loves sports and competing,
and is not too worried about
school!

MD is a very quiet but

intelligent student. She does
not always like to participate in
conversations, but I know that
she knows what is going on
because it shows in the work
she does. This student loves to
read! She is constantly
checking out chapter books and
loves to talk about the books
she has read with her friends in
the class. Although she is very
shy with the teachers, I have
overheard her talking and she
loves to learn.
EF is a student from Australia.
She should technically be in
Kindergarten, but she has risen
to be one of our top students in
the class. Although some of her

her daily to take her time. Everything is a race for BD, and I do try to
have her slow down. I tell her that I would rather have quality over
quantity!
GD can comprehend most concepts that are being taught. But, he loves
to compete with his two sisters in the same class and he is always
trying to race to finish at the same time they do. They are very
intelligent girls who get work done very quickly. GD is also very
intelligent, but he does not take the time to truly understand what is
being taught. He is only worried about getting everything done.
Because of this, his handwriting, spelling, and writing has suffered. I
have noticed a huge amount of improvement with GD the past few
weeks. I make a point of telling him to take his time and there is no
rush on what he is doing and he manages to focus and worry about
himself rather than his sisters. He is also getting differentiated
instruction and being pulled from class. This is also helping GD to worry
about his own work instead of how his sisters are doing.
I try and challenge MD with math as well as spelling. She has beautiful
handwriting and also writes great stories! I am now working with her to
expand her writing capabilities. We are working on building up her
characters more as well as adding more detail into the middle of the
stories that she writes. She is a student who always asks for extra work
to do at home. I try and plan math lessons to include a challenge for
her to try, and she also goes to see the enrichment teacher for extra
reading homework that she can do at home to strengthen her
comprehension skills.

To meet EFs needs, I try and challenge her to get a certain amount of
work done in a given time. She has really started to grasp the concept
of time, so she enjoys trying to pace herself! It has been fun to watch
her not let things distract her and she has tried hard to stay on task!
She used to often ask to get a drink of water just to move around, and I

Student Needs Chart ED 450

Genevieve Price
habits show her age, she has
great reading and math skills.

AF

RK

AL

AF loves science. Unfortunately,

the way this school is set up,
the students have 6 weeks of
science and then 6 weeks of
social studies that alternate. AF
is a very friendly student and
she loves to share her ideas.
She is the most confident with
herself in science, but she still
participates in all subjects. I
have noticed that she struggles
the most in writing because she
feels as though she does not
have good ideas.
RK is a very sweet and kind
student. She is always helping
someone, but that is her
downfall. She has difficulty
paying attention, and she does
not grasp concepts very easily.
RK is a student that receives
differentiation instruction in
reading and math throughout
the day, each day. This has
helped her tremendously.
AL is a student who speaks
mainly Russian at home. His
English is not very good, but he
tries so hard in class. He is a
student who wants to learn
more, but can get frustrated

would watch as she would stare out the window instead of working. We
have also been working on her reading comprehension skills and she
has come a long way with her math skills. In math, I noticed that when I
let her speak out loud to explain what she is doing she understands the
concepts better, then when she solves the problems in her head.
To meet the needs of AF, I encourage her to write about things that she
loves to talk about. She is always telling a story, but when it comes
time to write, she can never think of an idea. So, I tell her to tell me a
story of something important to her and she can always think of
something! I can tell in math she is not very confident, but when she
does raise her hand she always knows the answer. During this time, I
do my best to acknowledge that she has done a great job to give her
the confidence boost that might help her to participate and challenge
herself more.

RK is now confident in math because of her differentiation instruction

outside of the room. RK struggles in math with story problems, but
when a problem is read to her she figures out the answer quickly, but
she is always unsure of herself. I have been trying to boost her
confidence by showing her how great of a job she always does on math
assessments. The last geometry assessment that the class took, RK
scored a perfect score, and her score grew so much during this unit.
After showing this to her, I noticed her paying more attention in class
and raising her hand more to answer questions. Sometimes RK just
needs to be reminded to pay attention to the lessons rather than what
is going on in the class or hallways.
AL has received a lot of assistance at this school. He is constantly
leaving the room, which is a beneficial thing at times, but not always.
He enjoys going with the teachers that differentiate with him, and he
has come such a far away because of this. He is much more confident
in answering questions and he now practices writing during writers
workshop. He does not always understand the topics we write about

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Genevieve Price
and upset very easily.

RM

JC

TK

HK

RM is a very quiet student. He

is now reading at a first grade
level, but was not there until
this second half of the year. He
receives differentiated
instruction with his reading, and
this has helped him to grow into
books that are at grade level
and where first grade students
should be during this time of
the year.
JC is a very quiet student. Her
English used to be very poor,
but she gets pulled once a
week to work on her speaking
skills and I can see a huge
improvement. She is more
social now, and she has even
started talking to me more!
TK is such a helpful student.
When I first started, I noticed
that he was more in the
background during lessons and
never really paid attention.
Recently, I have noticed him
paying more attention, and
even answering questions
throughout each lesson.
HK is a very quiet and sweet
student. She does not like to
participate but her reading and

but he will sit down and do his best to write what comes to mind for
him. Because of his difficulty understanding English, I work hard on
boosting his confidence by speaking to him in a one-on-one scenario to
see if he understand what he should be doing. This has been done less
and less lately because he has been focusing during instruction more.
Because of this, I focus on comprehension with RM during our guided
reading meetings. He has come a long way with his fluency, but still
has trouble decoding words. He is a very kind student but does not
always want to pay attention. Because of this, I do my best to call on
him to give answers to any questions I might have. I find that he is
often looking around the room and not focusing in on the lessons.

Because JC is such a quiet student, I try and talk with her when
everyone is independently working. When I talk to her about the
lessons, I notice that she grasps the concepts; it just takes her a minute
to wrap her mind around certain problems. I tell her to be confident
because she has all the correct answers and I have noticed she
participates more frequently. Her reading skills have taken off! I work
with her during guided reading and she has started to read with so
much expression.
Because TK loves to help, I let him during certain times. This gives him
a sense of ownership which helps him to stay on task and pick spots to
sit where he will not be distracted. I have really appreciated how my
cooperating teacher has set up a classroom environment that the
students feel comfortable in and have a sense of ownership with. TK is
a student that needs that type of environment and I notice that he
really thrives when he is able to help and do things for others.
I struggle with the fact that HK never wants to participate. I specifically
call on her at times when I notice the majority of the class has their
hands raised and she does not. I know it is not a matter of her not

Student Needs Chart ED 450

Genevieve Price
writing skills are exceptional.

SK

FS

ST

SK is a very quiet and sweet

student. She has had some
difficulty in reading, but loves
to read and write. She also is
very social and helpful.

FS is a very helpful student. He

loves to participate and talk. He
loves to read and write.

ST is a student who gets pulled

from the classroom constantly.
She struggles with reading,
writing, and math. She has
difficulty focusing, and always
wants to be doing something
else.

knowing the answer because I have had conversations with her and she
is very bright and grasps concepts very quickly. I have noticed that this
might be because she strives for perfection and does not like to mess
up. With her reading, I challenge her on her comprehension, and I also
challenge her with her writing. She has done such a fabulous job on
both, that I challenge her to give me more detail.
Because SK has had some difficulty with reading, she was put into a
guided reading group that gets pulled out to receive differentiated
instruction with reading. Because of this, I have seen her reading skills
take off. She has surpassed the skills of the other students in her group
and she is always willing to share what she has read and her
comprehension has also improved so much. I have also noticed that she
has become a more confident student and is not afraid to try and
answer questions during lessons in other subjects.
To meet the needs of FS, I specifically talk to him about sequencing
while we are reading, and talk to him about how this can be done in his
own writing. FS struggles with handwriting, but it is nothing out of the
ordinary for a first grade student. FS is very academically together, but
he struggles socially. To help him with this aspect of school I remind him
that he needs to worry about what he is doing instead of everyone
around him, as well as working to solve certain problems by himself
instead of constantly coming up to tell me what is going on. We talked
about the problems that can be solved alone, and the ones where you
would need an adult so he would be aware of the difference.
Being pulled has been a huge asset to ST. Because of the differentiated
instruction that ST receives she has come a long way in all of her
assessment scores. She is also meeting first grade standards, and has
been doing a better job paying attention in whole class instruction. But I
have noticed that she is very confused when she is in class because
she is always being pulled. Because of this, I do my best to catch her up
on my own.

Student Needs Chart ED 450

Genevieve Price