Holistic Student Profile

Dim

ensionForm

al Data

Anecdotal D

ataG

oals

Sociocultural A

ge: G

rade: C

ountry of Origin:

Prior Schooling: Tim

e in USA

:

Funds of Know

ledge (Hom

e): !Prior K

nowledge (C

omm

unity): !A

cademic K

nowledge (School):

Cognitive

Gifted (Y

/N):

IEP (Y/N

): RTI Tier: O

ther:

Student Processing: !Learning Style(s): !Preferred G

rouping:

Linguistic

Native Language (L1):

L1 Reading:

L1 Writing:

!Second Language (L2): L2 O

verall: L2 Listening: L2 Speaking: L2 R

eading: L2 W

riting:

Language Preference(s): !Literacy Preference(s): !Language Variety:

Academ

ic Standardized content test scores: R

eading: M

ath: Science: O

ther:

ELA abilities:

!Math abilities: !Science abilities: !O

ther:

(Modified from

Herrera, 2010)

Linguistic Student Profile (specifically for use w

ith students who are labeled as English language learners)

AC

CE

SS ScoreC

AN

DO

descriptors

AC

CE

SS Test Tier administered? A

B C

Listening

Speaking

Reading

Writing

Suggested Accom

modations:

!!!

s W

eave

han

d in

an

s sh

ape,

like

a s

nake

, and

say

sss

sss.

a W

iggl

e fin

gers

abo

ve e

lbow

as

if an

ts c

rawl

ing

on y

ou, s

ayin

g a,

a, a

.

t Tu

rn h

ead

from

sid

e to

sid

e as

if w

atch

ing

tenn

is a

nd s

ay t,

t, t,

t.

i Pr

eten

d to

be

a m

ouse

by

wrig

glin

g fin

gers

at e

nd o

f noi

se a

nd s

quea

k i,

i, i,

i.

p Pr

eten

d to

puf

f out

can

dles

and

say

p, p

, p.

n Ho

ld a

rms

out a

t sid

e, a

s if

a pl

ane,

and

say

nnn

nnnn

nnn.!

Gro

up 1

© Jo

lly L

earn

ing

Ltd

ww

w.jo

llyle

arni

ng.c

o.uk

2

011

c k

Raise

han

ds a

nd s

nap

finge

rs a

s if

play

ing

cast

anet

s an

d sa

y ck

, ck,

ck.

e Pr

eten

d to

tap

an e

gg o

n th

e si

de o

f a p

an a

nd c

rack

it in

to th

e pa

n, s

ayin

g eh

, eh,

eh.

h Ho

ld h

and

in fr

ont o

f mou

th p

antin

g h,

h, h

as

if yo

u ar

e ou

t of b

reat

h.

r Pr

eten

d to

be

a pu

ppy

hold

ing

a ra

g, s

hakin

g he

ad fr

om s

ide

to s

ide

and

say

rrrrrr

rrrrr.

m Rub

tum

my

as if

see

ing

tast

y fo

od a

nd s

ay m

mm

mm

m.

d Be

at h

ands

up

and

down

as

if pl

ayin

g a

drum

and

say

d, d

, d, d

.

Gro

up 2

© Jo

lly L

earn

ing

Ltd

ww

w.jo

llyle

arni

ng.c

o.uk

2

011

g

Spira

l han

d do

wn, a

s if

wate

r goi

ng d

own

the

drai

n, a

nd s

ay g

, g, g

.

o

Pret

end

to tu

rn lig

ht s

witc

h on

and

off

and

say

o, o

, o, o

.

u

Pret

end

to b

e pu

tting

up

an u

mbr

ella

and

say

u, u

, u, u

.

l

Pr

eten

d to

lick

a lo

llipop

and

say

l, l,

l, l.

f

L

et h

ands

gen

tly c

ome

toge

ther

as

if to

y fis

h de

flatin

g, a

nd s

ay ff

ffff.

b

Pret

end

to h

it a

ball w

ith a

bat

and

say

b, b

, b, b

.

!

Gro

up 3

© Jo

lly L

earn

ing

Ltd

ww

w.jo

llyle

arni

ng.c

o.uk

2

011

ai

Cup

hand

ove

r ear

and

say

ai,

ai, a

i.

j

Pret

end

to w

obbl

e on

a p

late

and

say

j, j,

j.

oa

Brin

g ha

nd o

ver m

outh

as

if so

met

hing

terri

ble

has

happ

ened

and

say

oh!

ie

St

and

to a

ttent

ion

and

salu

te, s

ayin

g ie

, ie.

ee

Pu

t han

ds o

n he

ad a

s if

ears

on

a do

nkey

.

Mov

e th

em u

p as

you

say

the

ee in

eey

ore,

eey

ore.

or

Put h

ands

on

head

as

if ea

rs o

n a

donk

ey.

Mov

e th

em u

p do

wn

as y

ou s

ay th

e or

in e

eyor

e, e

eyor

e.!

Gro

up 4

© Jo

lly L

earn

ing

Ltd

ww

w.jo

llyle

arni

ng.c

o.uk

2

011

z

Put a

rms

out a

t sid

es a

nd p

rete

nd to

be

a be

e, s

ayin

g zz

zzzz

zzzz

.

w

Blow

on

to o

pen

hand

, as

if yo

u ar

e th

e wi

nd, a

nd s

ay w

h, w

h, w

h.

ng

Imag

ine

you

are

a we

ight

lifter

and

pre

tend

to lif

t a h

eavy

wei

ght a

bove

you

r hea

d sa

ying

ng...

v

Pret

end

to b

e ho

ldin

g th

e st

eerin

g w

heel

of a

van

and

say

vvv

vvvv

v.

oo O

O

Mov

e he

ad b

ack

and

forth

as

if it

is th

e cu

ckoo

in a

cuc

koo

clock

,

sayi

ng u

oo,

u o

o (s

hort

and

long

oo)

.

Gro

up 5

© Jo

lly L

earn

ing

Ltd

ww

w.jo

llyle

arni

ng.c

o.uk

2

011

y

Pret

end

to b

e ea

ting

a yo

ghur

t and

say

y, y

, y.

x

Pret

end

to ta

ke a

n x-

ray

with

an

x-ra

y ca

mer

a, s

ayin

g ks

, ks,

ks.

ch

Mov

e ar

ms

at s

ides

as

if yo

u ar

e a

train

, say

ing

ch, c

h, c

h.

sh

Plac

e in

dex

finge

r ove

r lip

s an

d sa

y sh

sh

sh.

th

Pret

end

to b

e na

ught

y clo

wns

and

stick

out

tong

ue a

little

for t

h,

th

and

furth

er fo

r th

(this

and

thumb)

.

Gro

up 6

© Jo

lly L

earn

ing

Ltd

ww

w.jo

llyle

arni

ng.c

o.uk

2

011

qu

Mak

e a

duck

´s b

eak

with

you

r han

ds a

nd s

ay q

u, q

u, q

u.

ou

Pre

tend

you

r fin

ger i

s a

need

le a

nd p

rick

thum

b sa

ying

ou, o

u, o

u.

oi

C

up h

ands

aro

und

mou

th a

nd s

hout

to a

noth

er b

oat s

ayin

g oi

!, sh

ip a

hoy!

ue

Poi

nt to

peo

ple

arou

nd y

ou a

nd s

ay y

ou, y

ou, y

ou.

er

Rol

l han

ds o

ver e

ach

othe

r like

a m

ixer

and

say

ere

rere

r.

ar

Ope

n m

outh

wid

e an

d sa

y ah

, as

if at

the

doct

ors

(UK

Engl

ish).

!

Gro

up 7

!

© Jo

lly L

earn

ing

Ltd

ww

w.jo

llyle

arni

ng.c

o.uk

2

011

STU

DE

NT N

AM

E

Dim

ensionForm

al Data

Anecdotal D

ataG

oals

Sociocultural

Birthdate: 01/06/2010

Age: 5 years old

Grade: E

arly Childhood/S

pecial Education

Num

ber of Years in the Program: 3

Country of O

rigin: US

A Ethnicity: H

ispanic

Funds of Know

ledge (Hom

e): P

arents were born in M

exico, but S

tudent and his siblings were born in

the US

. Student has 2 older half

siblings who are both identified w

ith special needs. D

ad works several

different jobs both during the day and at night. M

om babysits young children

in their apartment during the day to

make extra m

oney. The family is in

severe poverty, and live in an unsafe com

munity w

here multiple children

have been abducted in the last few

years and there is a constant gang presence. S

tudent has limited access

to opportunities outside of school. Fam

ily needs assistance with food and

other supplies, but constantly refuse help. Fam

ily does not own a car and

relies on neighbors or school to provide transportation. Prior K

nowledge (C

omm

unity): R

enting an apartment in X

XX

XX

XX

X.

Parent Involvement: 1

Goal #1:

To increase parent involvement.

Cognitive/

Academ

ic

IEP Label: Developm

ental Delay

Special Education Minutes: 750 m

in/week

!Early C

hildhood Assessm

ent: IG

DIs

(Individual Grow

th and Developm

ent Indicators)

Early Literacy: P

icture Nam

ing - 5 R

hyming - 7

Alliteration - 8

Sound Identification - 5

Which one does not belong? - 3 !Early N

umeracy:

Oral - 13

Quantity - 25.4

Num

ber Nam

ing - 14 1:1 C

orrespondence - 14 !

Present Levels: Student is able to

identify 22/26 uppercase letters in E

nglish (A, B

, C, E

, F, G, H

, I, L, M, N

, O

, P, Q, R

, S, T, V, W

, X, Y, Z) and is

beginning to identify lowercase letters.

He is beginning to m

ake some letter-

sound correspondences. Student

shows interest in books and stores

read in class. Although he w

orks hard to answ

er questions/retell stories, he still needs m

aximum

adult support. He

recognizes his name as w

ell as the nam

es of peers throughout the classroom

environment. S

tudent is able to identify num

bers 1-9. He can

rote count from 1-14 in E

nglish, and 1-11 in S

panish. Student is

demonstrating 1:1 correspondence

inconsistently from 1-6 in the

classroom. S

tudent knows all basic

colors and shapes. He can sort by

color and shape, but still needs assistance sorting by size. S

tudent is able to com

plete basic AB

patterns with

adult assistance.

Goal #1:

Student w

ill identify 21/21 consonant letter-sound correspondences throughout the classroom

environment in 100%

of charted opportunities.

Linguistic

L1: Spanish

L2: English

!Pre-IP

T Oral S

core: B

Pre-IP

T Designation: LE

S

(Limited E

nglish Speaking)

Pre-IP

T Oral P

roficiency: Early Interm

ediate !Speech Therapy M

inutes: 90 min/w

eek

Hom

e Language: Spanish

School Language: Spanish/E

nglish !Present Levels: S

tudent is producing sentences w

ith pronouns in 56% of

charted opportunities, and prepositional phrases in 66%

of charted opportunities. S

tudent presents with

limited spatial vocabulary often

producing the preposition "in", but with

cues can complete a sentence w

ith a prepositional phrase. S

tudent has increased his verbal expression in the classroom

; however, w

hen describing pictures sequences, his sentences include gram

matical errors such as

fragments, inconsistent use of verb+ing

("they're open the food"), and verb tense. P

er ES

L bilingual Spanish

resource teacher, Student is not

consistently using complete sentences

in Spanish. S

tudent demonstrates

inconsistencies when organizing a

series of three pictures. He is follow

ing 2-step directions in 75%

of opportunities during structured tasks. Follow

ing directions should be m

onitored for consistency during a variety of tasks.

Goal #1:

Student w

ill use gramm

atically correct sentences to list three details (i.e., color, size, shape, action etc.) about an object or a picture w

ith 80% accuracy given

verbal and visual cues. !G

oal #2: S

tudent will sequence a series of

four pictures and use complete

sentences to tell the story using gram

matically correct sentences

with 80%

accuracy given minim

al cues.

!Functional

Performance

Social Work M

inutes: 30 min/w

eek

Present Levels: Student is able to

safely navigate throughout the classroom

environment. H

e is able to com

plete self-care skills such as toileting, w

ashing his hands, putting aw

ay materials, etc. S

tudent shows

sensitivity with "m

essy" materials on

his hands, i.e. - glue, paint, etc. !S

tudent is having a difficult time

functionally in the classroom. S

tudent struggles w

ith social interactions with

peers, maintaining group play

independently for a sustained period of tim

e, making eye contact, advocating

for himself and expressing his needs

and wants independently. S

tudent relies on teachers and assistants to help him

functionally in the classroom.

Goal #1:

Student w

ill initiate and interact independently w

ith peers. !G

oal #2: S

tudent will use w

ords to advocate for him

self with adults and peers

like "help", "I don't feel well",

"stop", "I don't understand", "I'm

confused", "I feel sad" or "no" w

hen he needs assistance.

(Modified from

Herrera, 2010)

!

Motor Skills

Occupational Therapy M

inutes: 30 min/

week

Present Levels: Student is right hand

dominant, and utilizes a fisted or a

digital pronated grasp. He requires

assistance to position a crayon in a static tripod grasp; and he holds it w

eakly for up to 30 seconds. He loses

his grip during prewriting tasks due to

decreased strength. Student is able to

consistently imitate and copy the

following prew

riting forms: vertical and

horizontal lines. He inconsistently

imitates a circle, a cross, and right and

left diagonal lines. He copies a circle by

drawing a circular stroke. S

tudent is not yet able to draw

a simple picture of a

person. Student uses a standard child

sized scissors to complete cutting

tasks. He requires assistance for

correct positioning of the scissors and to turn his left hand into supination. S

tudent is able to snip, cut a half sheet of paper into tw

o pieces, and inconsistently cut on a 5" line. H

e needs assistance to cut out a 4" circle and square.

Goal #1:

Student w

ill demonstrate

increased visual motor integration

skills to copy a cross with tw

o intersecting lines that are w

ithin 20 degrees of perpendicular in 3 out of 4 trials. !G

oal #2: S

tudent will dem

onstrate increased eye hand coordination skills to around a 4" circle, staying w

ithin 1/2" of the line in 3 out of 4 trials.

Jolly PhonicsJolly Phonics is a synthetic phonics scheme that teaches children the alphabetic codeof English. In the first nine weeks or so, the children are taught the 42 letter sounds,how to blend them to read words, and how to cope with the first few irregular keywords.At this point the children can attempt to read books for themselves.

There are five main elements to the teaching:

1. Learning the Letter Sounds

The main 42 sounds of English are taught – one sound every day and in the JollyPhonics order.

1. s a t i p n2. c k e h r m d3. g o u l f b4. ai j oa ie ee or5. z w ng v oo oo6. y x ch sh th th7. qu ou oi ue er ar

A multisensory method is used to introduce the children to the letter sounds. Thereis a storyline, action and ‘Sound Sheet’ for each sound. By doing an action associatedwith the sound, e.g., rub tummy and say “mmmmm” for the /m/ sound, the childrenremember it more easily.

Each child has their own ‘Sound Book’. Every day the letter sound taught is stuckinto the book and taken home. Parents are asked to help their children learn thesounds, either by going through the Sound Book, or by cutting up the letters andplaying a game of ‘Pairs’ with their child.

In order to blend efficiently it is important to know the letter sounds fluently. Everyday flash cards of the sounds that have been taught should be held up for the children to call out the sounds as they do the actions.

Some sounds, digraphs, are represented by two letters. The children need to recognizedigraphs in words, e.g., the ‘ng’ in ‘strong’. The digraphs ‘oo’ and ‘th’ each have twosounds, e.g., ‘book’ and ‘moon’, ‘thin’ and ‘that’. In Jolly Phonics they are initiallywritten in two sizes to help the children understand that there are two sounds.

2. Learning Letter Formation

As the letter sounds are introduced, the children are shown exactly how to form eachletter correctly. Initially, the children form the letters in the air, at the same time asthe teacher. By regularly feeling the formation of each letter, and then writing it,most children should form their letters correctly after the first twelve weeks or so. It

1

is also important to teach the children to hold their pencil correctly, in the tripod grip.Feeling letter formation in the Finger Phonics books or tracing over dotted letters givesgood practice.

The Jolly Phonics material uses the Sassoon Infant typeface with joining tails. Thismakes it easier for the children to transfer to joined-up (cursive) writing when thetime comes.

3. Blending

As well as learning the sounds, the children need to be taught how to blend themtogether to hear a word. This teaching starts on the first day. The aim is to enablethe children to hear the word when the teacher says the sounds, e.g., “Listen carefully,what word am I saying … ‘d-o-g’?” A few children will hear ‘dog’. Try a few morewords, e.g., ‘s-u-n’, ‘b-oy’, ‘m-ou-se’.

Once the children can hear the word when an adult says the sounds, they are readyto try and blend words for themselves. Initially, being able to blend letter sounds fluently is the essential skill for reading and should always be the first strategy forworking out unknown words. Children must also be able to recognize consonant blendsand digraphs in words such as ‘fl-a-g’ and ‘sh-o-p’.

After the letter sounds have been taught and the children can read simple, regularwords, they start taking home the ‘Word Boxes’ for extra practice. The Word Boxesstart with simple words made from the first group of letter sounds. Invariably, thechildren who are the fastest at learning to blend sounds become the more fluent readers.

At first, one way of spelling each vowel sound is taught, e.g., ‘ai’ as in ‘rain’. The children should have practice blending these spellings in words before the alternativesare introduced, e.g., ‘ay’ as in ‘play’ and ‘a-e’ as in ‘lane’.

Once the children have worked their way through the Word Boxes, and learned someirregular common keywords, they should be given storybooks to read for themselves.Explain to parents that their child may not bring home a storybook until they havemastered the skill of blending. Parents should then encourage their children to talkabout what they have read.

4. Identifying Sounds In Words

It is essential that children can hear the individual sounds in words, especially forwriting. Initially, the children are asked to listen carefully and say if they can heara given sound in words. Start with words that have three sounds in them, for example,“Is there a ‘s’ in ‘sun’ … ‘mouse’ … ‘dog’?”; “If there is a ‘s’ where does it come – thebeginning, middle or end?”. Then the children are encouraged to say the sounds theyhear. Practice by saying a word like ‘hat’. The children should respond by saying ‘h-a-t’. As they say each sound they hold up a finger … ‘h-a-t’ three fingers, three

2

sounds; ‘sh-i-p’ three fingers, three sounds, etc. Progress to more complicated wordssuch as those with initial and final consonant blends.

The teacher writes the letters on the board as the children say them. Then the childrenlook at the word, say the sounds and blend them to read the word. This gives a goodunderstanding of how reading and writing work. A few examples every day helps todevelop this skill.

As soon as the children can hear the sounds in three letter words they can start theirdictation homework, material in The Phonics Handbook.

Once a child can hear the sounds in words, and knows one way of writing each sound,they can write independently. Initially, the children will not spell accurately buttheir work can be read, for example, ‘I went hors riedin that wos fun’. Most children,by the end of their first year, should be able to write their own news and simple storiesindependently. It will be exactly what they want to say as they are not restrictedby writing only the words they have learned by heart. Accurate spelling developsgradually from reading books, knowing the alternative vowel sounds and following aspelling scheme.

5. Tricky Words

After their first month at school, when the majority of the children know about 18letter sounds and have been blending regular words as a group activity, they canbegin to learn the tricky words. Tricky words are words that cannot always beworked out by blending. These can be introduced gradually using the Jolly PhonicsTricky Word Cards. Look at what is ‘tricky’ in each word, e.g., ‘was’ has an /o/ soundin the middle instead of an /a/ sound. Try and teach 2–3 a week, continually revisingfor reading and spelling.

Three spelling techniques are:• Look (identify the irregularity and say the letter names), Cover, Write and

Check.• Say It As It Sounds, e.g., pronounce ‘mother’ with a short /o/ sound so that it

rhymes with ‘bother’.• Mnemonics, e.g., ‘people eat omelettes people like eggs’ to spell the word ‘people’.

6. Conclusion: Aims to Achieve in the First Nine Weeks

All the children can:• read and write the 42 letter sounds,• form the letters correctly, holding their pencil in the tripod grip,• blend regular words fluently, for example, ‘leg’, ‘flag’, ‘shoot’ and ‘bringing’, and• write simple, regular words by listening for the sounds, for example, ‘bed’, ‘flat’,‘band’, ‘ship’ and ‘spoon’.

3

7. What Comes After the First 9 Weeks?

Every day a little work on each skill is needed:1. Frequently work through the flash cards of the letter sounds:

– including the alternative spellings, e.g., ‘er’, ‘ir’, ‘ur’,– practice reading regular words that use the alternative spellings.

2. Develop the ability to write fluently and neatly:– correct formation of capital as well as lower-case letters,– dictation of words and sentences.

3. Develop reading fluency and comprehension:– reading individually to parents or to adults in school,– group and silent reading,– develop a wider vocabulary and understanding of the meaning of words.

4. Develop writing skills:– draw pictures on the board and ask the children to write a sentenceabout each one,– writing news independently,– writing simple stories that have been told to them by the teacher,– write the first sentence of a story on the board for the children to copyand continue,– creating and writing their own simple stories,– writing up science and topic work.

5. Continue teaching the tricky words for reading and spelling.

4