these observations I found that Lucas needs more work on punctuation as well as being able to slow down and listen in order to follow each word with his finger as they are being said out loud. During the letter sound assessment Lucas started off strong and quickly got bored and began acting silly rather than answering the questions being asked. He did very well identifying upper case letters but had a harder time identifying lower case letters. Some of his silly responses included that “n” was simply an upside down “u” and that “i” was a number one with a dot. In regards to letter sounds Lucas was able to do well for a majority of the beginning of the alphabet but got stuck after the letter “p” which I found interesting since the letters …show more content…
Since Luke is read to often, I think one of the easiest implementations that can be done is to have Luke follow along by pointing to each word as it is read aloud. At first his parent or teacher can grab his hand and guide his finger pointing at each word as it is read until he gets the hang of following along by himself. Another similar implementation that can occur is to have Luke use a pointer tool or pencil to point to each word as it is read out loud. This may add some fun to the activity and still get him to slow down and follow along with the words being read. Since Lucas also struggled to identify the use of a period an activity dealing with punctuation could also be implemented. By drawing out larger forms of punctuation Luke may be able to visualize them better and understand their purpose. For example, by having three note cards each with a different symbol (?!.) Luke can hold up whichever symbol he sees at the end of a sentence. Question marks and exclamation points are easily identifiable as someone asking something or someone being excited therefore, through process of elimination Luke can begin to learn that a period is used at the end of an ordinary thought/ sentence to simply express a pause in
There are numerous activities that can be employed to augment Hunter’s existing comprehension skills and aid in his critical thinking process. This instruction can include having him create graphic organizers of the text, summarize the text, answer different questions related to what he read, and rereading a text. Another strategy I recommend is having Hunter do some word-comprehension activities. Introducing him to an unfamiliar word and having him try and figure out what it means based on context clues of the surrounding words will deepen his ability to focus more on what a sentence is saying as a whole rather than on individual words that may present a barrier to his understanding. A third recommendation I have for Hunter is having him listen to an audio version of a book either before or after he reads it to once again help him develop an understanding and appreciation of context. I also recommend that Hunter work on his understanding of punctuation and his ability to recognize and utilize pauses indicated by periods, commas, or other marks of punctuation during his reading of a given text. I feel that maybe he tries to go too fast and needs to work on slowing down, taking his time, and fully understanding everything that he has read. As I have already stated, Hunter appears to be a very strong reader but, as with everything in life, there is
Two subtests comprise the Sound-Symbol Composite: Phonological Processing and Nonsense Word Decoding. Catalina’s overall performance fell within the Average range (Sound-Symbol Composite Standard Score of 97; 42nd percentile). Catalina performed within the average range when asked to respond orally to items that require manipulation of the sounds within words (Phonological Processing). Additionally, she was asked to read aloud nonsense terms (Nonsense Word Decoding). She performed in the average range in comparison to her same-age peers.
This activity suits the child’s current stage of oral development will interest them and aid in them progressing in their oral development. Children at this stage of development enjoy listening to stories which is good not only for their receptive skills, but also for their expressive language (Fellows and Oakley, 2014), in all four key components of spoken language. It helps with phonemes by getting the child to focus on the phonological patterns throughout the text (Fellows and Oakley, 214). Syntax knowledge allows them to observe the sentence structure and grammar in the book which allows them to develop a stronger awareness of the syntax. Visual aids in storybooks can aid in the child in the understanding of semantics (Fellows and Oakley’s), as the story is read aloud their receptive skills hear those more difficult words, when paired with a visual cue such as a picture in the book the child understands better and thus they are able to gain a better understanding of how to speak these difficult words. A better understanding of pragmatics can also be gained from storybooks as they understand how people communicate in society such as greetings and asking for things (Fellows and Oakley,
Jose applies basic phonemic awareness skills for unknown words; however, he struggles with sight words which may hinder his reading abilities. He struggles when more advanced phonemic skills are required such as with deletions, substitutions, and reversals. Jose will benefit in rigorous activities to build his phoneme and grapheme understanding and build his phonological awareness.
John demonstrated mastery of initial consonants, initial blends and digraphs, ending sounds, vowels, and substitutions. Areas of intervention will include blending, substitutions, and vowel pronunciation. Analysis of John’s performance on additional assessments, including the SORT (33 %ile) and the San Diego Grade Word List (primer independent), confirmed the need for sight word recognition and foundational skills (phonics), specifically in the areas of phonograms and long vowel patterns.
Although Lucas transitioned late in the third quarter, he adjusted well to Language Training. He came to tutoring each day with a positive attitude, ready and willing to work. Each day, we focused on phonemic awareness exercises, introduced new phonetic concepts, and worked to build his spelling and writing skills. He read a minimum of fifteen minutes in each tutoring session. He is currently reading Warriors Into the Wild by Erin Hunter.
The student must also focus on self- monitoring their reading. The student often substitutes words that look like each other and have the same beginning sound, but the word usually does not fit the sentence. The student’s errors are mostly visual and some syntax. It seems like the student has a problem with nouns, often getting names of people and things wrong. The strategies I will provide for this student is teaching the student how to make sense of what he has read. Providing phonetic exercises will help the student decode, pronounce, and even be able to spell new words. The student needs to ask himself and check to see if the sentence sounds and looks right. I will also teach the student to slow down and use pictures to guide his reading. Using pictures will allow him to make sense of words that are nouns. As he reads me a story and substitutes a word, I will stop him and ask him does the sentence make any sense. Then, I will advise him to use the picture, try to make sense of it and reread the sentence. Overall, the student struggles mostly with visual in reading. If the student practices the processes of decoding and blending words routinely his brain will form subconscious letter patterns and sounds in each word. Although, practice will allow him to subconsciously develop the skills necessary to solve his reading struggle, I will encourage self-monitoring, therefore, he is still aware of his mistakes that way he makes it a habit while reading to constantly ask himself does this make
Jeremy has learned a handful of lessons on his journey to find the keys to unlock his father’s box. On his journey Jeremy has also met tons of new people. The lessons he has been learning have started when he and his best friend Lizzy Muldoun got in trouble while trying to find one of the keys to the box. They got in trouble because they broke into one of Jeremy’s father’s old friends office. The security guard caught them and then they were given the choice between doing community service at the park or helping an old man named Mr. Oswald mail some deliveries. Jeremy and Lizzy, two seventh graders, chose to help the old man Mr. Oswald and ever since they made that decision they have been learning many different things. During their first
In the partial alphabetic phase individuals pay attention to different letters in a word in order to attempt its pronunciation, usually the first and final letters of a word are focused on, Ehri referred to this as ‘phonetic cue reading’. This is a skill which along with others which shows phonological awareness.
Ilah is pleasant to have around and very friendly to everyone in the class. Reading: Ilah’s can identify most letters and letter combinations in isolation. She demonstrates good listening comprehension and verbal retell capabilities. She is working letter identification phonics/word decoding skills, blends and sight word vocabulary.
An activity that I remember my son doing in Head Start Preschool and what my daughter speech therapist has done previously to help with speech delays and in observation in my son class for dual-language learner was pretend grocery shopping. A child can have a bag or a basket and can pretend to shop for items they want from a pretend store set that can easily be done with toys around the room. By labeling them and modeling the pronunciation correctly, they can ask for the item and recognizing them. As I seen in my son school the teacher ask a student to label the object in their home language then the teacher would repeat it in English. As in my son case I remember him given me the Spanish word for apple clearly when he has a speech delay. So
For read alouds, we would start out by making predictions about the book. We would then start reading and I would ask Clayton open questions about the plot and characters. If there was unknown vocabulary in the book, I would share it during this time. After reading, Clayton and I would have a conversation about the text such as favorite parts or his overall thoughts on the book. We also did a few guided readings over the last few weeks. This reading experience would start with me sharing any possible unknown words and strange text features. An example of a strange text features was in the last book where there was text in the form of a letter. If this text wasn't read, the meaning of the story would have been lost. Lastly, Clayton and I had a shared reading experiences. Before start the text, Clayton and I would go through the book and get a general feeling for what the text was going to be about. As we read through the text, I would ask questions about the text and then we would have a conservation at the end of the book. While reading, if Clayton misread a word, he would go back and self correct himself. Clayton would also chunk unknown words as a reading strategy. When Clayton was reading an easy text, he would read very fast and
Fluency in reading and writing involves many steps that can be taught at home or in the classroom. An activity that involves cut-up sentences into phrases is a productive activity for children who are having difficulty with reading fluency. When reading continuous print, children seem to forget what they know. It is quite common that they forget, in the moment, about the letters, sounds and words they already learned. When we test in isolation, most students seem to know letter-sound relationships, phonograms, or high-frequency words; however a reader is required to use both
letters, using dot paint, letter puzzles, and so much more. All of these activities are interactive and engaging.
"1. Luke will work on speaking more clearly. - Met. Luke enunciates and takes his time when speaking. If he sarts to speak too hurriedly. PS staff can understand him easily.