Student Student Identifier

Strengths Challenges
Number (No Names)
InTASC #1(b)
InTASC #1(h)
InTASC #1(h)
InTASC #4(k)
InTASC #2(j)
InTASC #8(h)
InTASC #7(n)

This student works really well in a small This students can get frustrated
group when she is getting attention from somewhat easily and can get
AL a teacher. She is eager to answer when discouraged. She also struggles with
she is confident in the answer and she her attention-span and loses motivation
1 isn't discouraged or distracted. once she loses interest.
distracted by other students. I have distracted by the students around him.
2 CD This
neverstudent
workedlistens to small
with him groupgroup,
in a small and This student canstruggles
He occasionally also get distracted
to stay on by
3 CR large group instruction. He raises his his peers and can be caught chatting
and
handworks very hard. new
and volunteers She ideas.
is very self- distracted
with others.by other students and
4 ZO
motivated when it comes to
the class based off of her test school and
scores. therefore
be hard tostruggle
get her to comprehend
involved and to the
5 OK
She is not disruptive of the class volunteer answers. Therefore, it is hard

Note: You must provide information for at least five students. You may modifiy the chart for your placement.
 Learning Language Additional
Prior Knowledge Scaffolding Strategy
Style Strategy Resources
InTASC #3(g)
InTASC #2(g)
InTASC #2(a) InTASC #2(c) InTASC #1(a) InTASC #3(k)
InTASC #2(h)
InTASC #3(b) InTASC #2(j) InTASC #1(e) InTASC #3(m)
InTASC #7(m)
InTASC #3(e) InTASC #4(d) InTASC #1(g) InTASC #4(g)
InTASC #8(j)
InTASC #4(a) InTASC #7(d) InTASC #2(e) InTASC #7(e)
InTASC #8(n)
InTASC #8(n) She may need reminders
I will be very
The student knows what a from me to stay on task. I
explicit with my
prefix is and has already will also be asking her
instruction. I will
Kinesthetic gone over what suffixes are. Bouncy chair? follow-up questions to her
use language that
They should be well- answers. I will sit by this
is suitable for a
equipped for has
prefix is and this already
lesson. student
This studentto make sure she is
will need
fifth grader. I will
instruction.
Kinesthetic gone Bounce chair? on task.
prefix over what
is and hassuffixes
alreadyare. use language that
follow up questions after he
They should be well- instruction. I will Link to suffix Igives
will ask
me follow-up
an answer.
Visual gone
prefix over what
is and hassuffixes
alreadyare. questions
use language
instruction. that
I will video?
Link to suffix questions to to this
this student
student.if
Visual They
gone should be well-
prefix over what
is and hassuffixes
alreadyare. is suitable for
use language thata video?
she is understanding, and if
They should be well- Link to suffix the
not questions if she
I will explicitly is
explain
Visual gone over what suffixes are. fifth grader. I may
video? feeling shy so that I know
They should be well- have to ask this
 Appropriate Test Scores,
Diversity Strategy Data, or Evidence of Prior
Assessment
InTASC #6(b)
InTASC #1(c) InTASC #6(g)
InTASC #2(k) InTASC #6(l)
InTASC #6(h) InTASC #6(r)
InTASC #7(k) InTASC #7(d)
InTASC #6(v)
Giving the kinesthetic
learner a bouncy chair
FAST: 524
to be able to move a
little throughout the
lesson.
learner a bouncy chair
to be able to move a FAST: 511
little throughout
Giving learners a video520
the visual the FAST: to watch after the lesson if they are not understanding the suffixes. https
Giving
if they the
are visual
not learnersFAST:a video505
to watch after the lesson if they are not understanding the suffixes. https
understanding the FAST: 509
suffixes.