A. Student Strengths and WeaknessesStudent data has been read and analyzed.Student strengths and challenges (weaknesses) have been identified.List strengths and weaknesses in all areas Phonemic awarenesso Strengths: Tristan is at an independent grade 1 reading list for the San Diego Rapid Assessment. It can accurately read all the words on this list, without errors. Even at Frustration level, Tristan was still able to pronounce all consonant clusters. The student's reading level, as indicated by the San Diego Rapid Assessment of Reading Ability, is the last grade-level word list in which the student correctly reads eight or more words. As indicated by the results of this assessment, where each word list contained 10 words, Level 1 was the list in which Tristan read all words correctly. o Challenges: Tristan was able to say all of the sight words on the San Diego Rapid Assessment Form, but did not seem to understand the more difficult words that would show his phonemic awareness. The missing words in the 2nd grade word list were mainly multisyllabic words. Tristan was only able to read 5 out of 10 words correctly at his grade level. Phonicso Strengths: Looking at the Basic Spelling Inventory, it is clear that Tristan can write the correct beginning consonant for each word. He writes all consonant clusters correctly except “wh” as in the word “when” and “tr” as in the word “train”. o Challenges: When assessing Tristan's basic spelling inventory, he only spelled 20% of the words correctly. (2 out of 10). From the words provided, it appears that Tristan doesn't know certain vowel patterns and leaves out some consonants in the words. Although it seems like it is in the middle of a sheet of paper......a clear timeline for the school year for these assessments. - San Diego Rapid Assessment - Once a Quarter - CORE Graded High-Frequency Word Survey - Once a Quarter - Writing Sample - Should be collected throughout the year to show growth - Classroom Observation - ALWAYS - Direct teaching - 3 times a week - Interview with the child - This can be done through a survey, once a month - Interview with parents - The parent must always be in contact. If the student is underperforming, like Tristan, a take-home binder with concerns or strengths along with work samples should be sent home on Friday. ReferencesCunningham, Patricia, M. (2009). Phonics they use: for reading and writing. (5th ed.). Boston, MA: Pearson Education, Inc. Gunning, Thomas, G. (2013). Create literacy instruction for all students. (8th ed.). Boston, MA: Pearson Education, Inc...