Piaget\'s Stages of Cognitive Development

Piaget's Stages Of Cognitive Development

Erikson's Stages of Psychosocial Development

Kohlberg's Stages of Moral Reasoning

Piaget's Theory of Moral Development

Oral Language Development (SOLOM)

Maslow's Hierarchy of Needs

year-old male student 5th grade

Bilingual student

In my observation I have noticed that when the other students are working on their reading passages he begins to act up in his class. He begins to recruit students to play just as well. He also sits in a corner and rarely pays attention. Marcus is one of the students that did not score half of what the other students scored. Marcus has had so many issues at home I am afraid that this is what is preventing him from focusing. He lives with his stepfather because mom wanted to go find herself and told the stepfather to take care of him and his two younger siblings. When mom does come into his life for bits of a time she interrupts his focusing. He goes and stays with her for a few days and trouble arises because mother's girlfriend hurts mom and Marcus jumps in and then Marcus ends up hurt and not welcomed in the apartment anymore. His self-esteem is low, he is a follower and rarely takes the initiative to take the opportunity to read independently, during the time they have for silent reading. Every morning you hear the teacher saying, "Marcus sit down, Marcus leave that group alone, sit, do you not understand. His grades are very low; he also likes to fight with other students. Step dad had not relocated to another apartment complex but at the time dad had not obtained guardianship, nor did he live in our district. So at this time we spoke to him and step dad said he could pick him up so then step-father he also signed some papers stating that Marcus would not be tardy to school, his behavior would comply with the school district's rules and code of conduct or even miss days without being absent . I just felt that he not only needs help with reading and behavior he also needs to have some kind of consistency and stability in his life.

Plan of action

I spoke to the afterschool coordinator so that maybe Marcus could be in the after school program and he got the opportunity to join without any problem. (so he does not have to move)

Everyday Marcus is pulled for 30 minutes so that I could work with him in reading. So we practice passages we actually only get through 2 passages at a time because his reading is so poor.

He gets a reminder of his behavior every other day because of the rules he has to do better or we have to send him to his other school that he live closer to his home.

He also goes to have lunch with the counselor at least 2 a week.

Assessments of the Student

Some assessments that were used on Marcus were ATMS practices

Guided reading

Some of the other ways that are being used are pullouts with the interventionist so that they could push him back up to speed so that he could have been ready for the major testing that was coming up

Please add any other problem that you think he could possibly have .

Student Evaluation

The child was able to take be tested in the Task Reading area. (Not good at all will be attending the next session of tutoring so that he could attempt it again)

His reading rate is down also please make up other issues of academic's

Connection to Theory

Make up this info

Culture Connection

Make this up I am Hispanic also and I worked with students that have felt that there is void in their lives and all it is, is attention from mom. Please make this up but I do know that is one of his issues.

Lastpaper.docx

One day, one step, one word, one paragraph, one page at a time!

Knowledge of the Student

Background information, Assessments, and Mentor Information

Marcus is a fifth grade Hispanic male whom is struggling academically as well as emotionally.

His academic scores are far below basic in reading as well as in other areas of English Language Arts and mathematics.