2.  The student is six years old.  Her age can play as a strength in the classroom because she has some experiences and background knowledge in her lifetime.  According to Neuman, Kaefer, and Pinkham (2014), background or prior knowledge is key component for reading comprehension.

3.  The student is currently in first grade.  Her grade level can play as a strength in the classroom because she has had some experience with going to school. Her understanding of school norms will allow her to function appropriately in the classroom.  According to Greenberg and Levin (2000), school routines and procedures can help students find comfort. The instruction will be more effective to students that feel as thought they are in a safe environment and know what to expect in the classroom.

4.  The student is a female.  According to Jacobs, Kuriloff, Andrus, & Cox (2014), girls are relational learners.  They value opportunities to build connections, bond, and collaborate with classmates. This is a strength for classroom interactions.

5.  The student speaks English and Korean in their home.  According to Berg (2014), bilingualism is an asset. Children who speak more than one language have additional ways to show what they know. This is a strength for showing understanding in the classroom.

6.  The student would fall into the middle-class category for socioeconomic status.  According to Neuman, Kaefer, and Pinkham (2014), students from a low- socioeconomic status have far less background experiences.  The student’s background knowledge and prior experiences are a strength for our class dynamic.

7.  The student came into first grade reading at the expected reading level. She is ready to continue with first grade standards.  This is a strength because the student does not require remediation. Therefore, we can work on first grade material.

8.  According to Galaviz, it is important to make a connection between home and school (Laureate, 2014).  When you include a students linguistic and cultural diversity at school, you allow them to feel welcome and part of the classroom community.  You allow them to become empowered!

9.  This student exhibits model behavior in the classroom.  She is performing at or above grade level academically.  She brings a rich culture to our classroom with her diverse language and culture.

10.  There are not many challenges with working with this particular child. She is a joy to teach!  The most difficult task with working with this student would be finding ways to incorporate culture responsive teaching to ensure that she fits into our classroom community.

11.  Berg, N. (2014). Busting ELL myths. Education Digest, 79(8), 66-67.  Greenberg, P., & Levin, J. (2000). The value of classroom rituals & routines. Early Childhood Today, 15(1), 54-61.  Jacobs, C.E., Kuriloff, P. J., Andrus, S. H., & Cox, A. B. (2014). Reaching girls. Phi Delta Kapplan, 96(1), 68-73.  Laureate Education, Inc. (Producer) (2014). Culturally Responsive Teaching [Multimedia file]. Columbia, MD: author.  Neuman, S., Kaefer, T., Pinkham, A. (2014). Building background knowledge. The Reading Teacher, 68(2), 145-148.