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Upon her enrollment at the school without prior preschool exposure, she was initially identified as a student with limited skills, demonstrating a lack of familiarity with letter sounds and names. Nonetheless, her progress has been notable. Presently, she has acquired knowledge of 20 out of 26 letters and their corresponding sounds, demonstrating proficiency in decoding words, reading them fluently, and identifying patterns within words. She is currently meeting her grade level.

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K.WF.1 Demonstrate and apply handwriting skills.

K.WF.2 Demonstrate and apply sound-letter concepts

when writing.

K.WF.3 Know and apply phonics and word analysis

skills when encoding words.

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K.RF.2 Demonstrate understanding of spoken words,

syllables, and sounds (phonemes).

a. Orally segment the phonemes in any single-syllable,

spoken word.

b. Demonstrate and understand that each syllable is

organized around a vowel sound.

K.RF.3 Know and apply phonics and word analysis

skills in decoding words.

a. Represent phonemes in simple words, using

letter-sound relationships.

b. Write or select an initial or final consonant when a

medial vowel is provided.

c. Spell VC (Vowel-Consonant) (e.g., at, in) and CVC

(Consonant-Vowel-Consonant) (e.g., pet, mud) words

with short vowel sounds.

d. Accurately write grade-level appropriate words, as

found in a research-based word list.

e. Attempt phonetic spelling of unknown words

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Tiger comes from a fairly large family that consists of four older siblings. Her mom does her best to be involved however, I have not had any contact with her. My mentor teacher has mentioned that it has become difficult to get in contact with her family because of how busy they are with the older siblings.

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An effective strategy for reinforcing CVC words involves providing students with ample opportunities to segment and blend words. Engaging the entire class in activities like scavenger hunts or "writing the room" exercises can enhance students' familiarity with CVC words, enabling them to connect these words with real-world objects. Additionally, a beneficial practice includes conducting timed games where students segment words into individual sounds and blend them back together swiftly. Reviewing any missed words afterward can further solidify their understanding.

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An effective extension activity for enhancing handwriting skills involves encouraging students to craft narratives using vocabulary from their list of high-frequency words. This exercise serves to assess the students' utilization of these words and how adeptly they construct their own stories. Moreover, it enables educators to identify students who may seek guidance from peers or rely on external assistance. Specifically for Tiger, engaging in this activity could foster increased writing confidence. Additionally, it provides a platform for students to unleash their creativity and further develop their writing skills.

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An additional activity that could be implemented involves reviewing letter names and sounds collaboratively with a partner or within a small group setting to facilitate mutual learning. Similarly, this practice can extend to utilizing digraph cards to enhance students' ability to identify letters and their corresponding sounds.

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Upon reviewing information obtained through observations and discussions with the teacher and teacher assistant, it is evident that the student is making commendable progress, demonstrating a strong commitment to learning. Analysis of the student's beginning and mid-year assessments indicates a significant improvement in decoding skills, letter recognition, and phonetic understanding. Despite occasional misspellings, the student is actively engaging in phonetic analysis to correct errors and accurately transcribe heard words. This progress underscores her capacity to grasp and retain classroom material effectively. Furthermore, she displays a firm grasp of foundational writing conventions, including the use of capital letters at the beginning of sentences, proper capitalization of book titles (despite replicating the all-capitalized format of a book title), word spacing, and the inclusion of punctuation marks to conclude sentences.

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Based on the conversations I have had with my mentor teacher and the teacher aide they all have seen growth in Tigers work. They have noticed that she has been able to identify more letter names and sounds. Tiger has been able to meet the goal of saying all the letters and sounds in under one-minute which has been part of the curriculum that was created. They noticed that by using her hands she has been able to decode CVC words faster and blend them together. She has shown tremendos growth over the year.

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From the observations that I made along with the formative assessments I have noticed that Tiger has a better sense of letter names and sounds along with digraphs and certain vowel teams. She has shown to have a strong grasp of rhyming words. She is applying what we have gone over in class and on the carpet and implementing it in her work such as using her hands to break up the words. I have also noticed that when writing she recognizes that certain letters make a certain sound and she uses that knowledge to create words. From when I first started working with her she has a better sense of decoding and encoding words. It is also shown that her letter knowledge has increased as well.

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Today's lesson focused on handwriting, where students were tasked with reflecting on their favorite book and explaining why it holds such significance to them. The assignment involved completing a sentence starter provided by the teacher, "My favorite book is," followed by individual responses. To guide the students in their writing, a checklist outlining expectations such as capitalization, spacing, punctuation, and overall quality was provided.

During the activity, Tiger demonstrated independent work by utilizing the book cover to assist in spelling and referencing the book for creating a corresponding illustration. Employing both a pencil and a black Sharpie marker, she carefully crafted the title of the book for emphasis. While Tiger needed support from the teacher to write the word "because," she independently composed the remainder of her sentence. Despite a minor spelling error when attempting the word "funny" as "fune," Tiger persevered after the teacher encouraged her to sound out the word. Upon completing her writing, she diligently reviewed her work against the checklist, ensuring all criteria were met before successfully finishing within the allocated 30-minute timeframe.

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In this activity the students were learning digraphs and reviewing the sh, wh, th, and ch. Tiger did very well participating on the carpet and saying the sounds. However, during the activity she had a hard time separating the digraphs on the paper. With this we had her look back at the words and look for all the words that had the same letters.

"This starts with sh so it goes into the column with sh"

"This starts with th so it goes here"

The students weren't expected to read the words however, they were expected to distinguish which digraph was being used.

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In this lesson the student went over the silent e and how it changes the vowel to say its name. Tiger was proactive in the lesson however, this was a tough assignment for her to complete because of how the vowel sound changes from a short sound to a long sound.

"Can you help me?"

"What is this word?"

"This word is g-a-t-ee", "You read it like g-A-t"

After some time working on the assignment she was able to identify which pictures went with the word. However, she was running out of class time to work so she colored the pictures quickly.

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In this lesson the students were working on their writing practice. Tiger is here doing her work and making sure that she is staying in the lines of the letters. However, during this activity she did ask for assistance from her peers and teachers.

"I need help",

"What is this?"

"Am I doing this right".

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Students sat on the carpet reviewing high frequency words. Tiger was actively engaged and participating in the activity. She would occasionally miss some words but with help from her peers she was able to read the words correctly.

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Students in the classroom engaged in a High frequency word game. Tiger is engaged in the activity and participated in finding the spelling of the high frequency word.

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Tiger playing rhyming Bingo. She was activity engaged in finding the rhyming word and helped the other students as well. She showed her proficiency in rhyming words.

"Let me help you"

"I know this one it is stool."