This student has an expressive and receptive speech/language disorder. What further supports would the student have needed to be successful with this task? Was the block center the best choice for this student to write meaningfully in the student's play? Would the student have used writing more effectively in an interactive center (doctor, restaurant, dramatic play)?
The student did not complete this task independently; the student received heavy teacher support to complete any writing. During work time, the student built a tower at the block center and did not included any writing in the student’s play.
Teacher: What are you working on?
Student: Playing, making a castle.
T: What do you want to write?
S: I don’t know.
T: Could you write a label? What could your label say?
Student stretches out the word “towers” but writes “mawyhs.” Does this student understand the purpose of writing in play? Did this interaction support the student’s understanding?
1. CCSS Alignment
The student is not proficient in L.K.2c and d for this task because the student is not using corresponding letter sounds to write words. The student used the letters “mawyhs” to spell “towers.” The student can immediately reread the student’s work, but when asked at a later time, cannot reread it.
L.K.2c: Write a letter or letters for most consonant and short-vowel sounds (phonemes).
L.K.2d: Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
The student is proficient in L.K.1a for this task because the student forms all letters correctly.
L.K.1a: Print many upper- and lowercase letters.