The teacher will be meeting with Elsa’s parents Mr. and Mrs. Park. The teacher hopes to discuss Elsa’s test scores as she is performing below proficiency level.
Teacher thanks parents while acknowledging their time.
Hello, Mr. and Mrs. Park, how wonderful to meet you both. Thank you so much for joining me today. I understand you both have a busy schedule, so I am grateful for your time.
Hello, thank you for having us.
Teacher brings them to the wall of all the students' posters. Teacher points out Elsa's for the parents to admire. This compares her work to those of her peers without putting it in a negative light or saying it out loud. Teacher then compliments some of the aspects Elsa has been able to achieve.
Elsa is such a lovely student. Have you seen her most recent project? For this project, we expected students to come up with an idea for saving the Earth. They drew it out, described it, and used elaborate sentences; using the sentence structure we have practiced so far. This is Elsa’s. She was able to come up with the idea for saving the Earth and drawing it out. She was able to write a few sentences about what her invention does. Very creative!
Let’s have a seat. Elsa really strives when engaging her creative side. She loves to create stories and princess characters that go on adventures. She works very well in pair or group work. She does her best to contribute her ideas as well.
Discuss the strengths that Elsa has first.
That is good!
Asking questions about her home life, or if she has mentioned anything is a good way of getting to know Elsa better and to edge the parents to get on board, or see what they are doing at home with her.
I would like to see her participate more independently. For example, I encourage creative writing or speaking in the class, I would like to see her use her new vocabulary in these stories, or even try to compare her stories to the stories in class. I see that Elsa has begun to struggle with reading comprehension and has begun to participate less. Has Elsa mentioned anything to you about this?
She has mentioned that the stories were more difficult to understand. However, after reading them together she says she understands them.
I am really glad she is reading them with you at home. I hope you are enjoying them too. How often does she read the stories to you?
When I have time I will read it to her. Reading time at home is usually once or twice a week. Actually I read the stories to her. Should she be reading them to me instead?
Here a solution can be provided and the teacher was able to gather that information to use for previous assessments.
I think reading together would actually benefit her more. That way she can practice sounding out her new vocabulary on her own. It will be also helpful to be more interactive in the reading time and guide her to understand the story.
How can we help her better understand the story? Can you share more about being interactive?