The Test 3 Phonics assessment determines a child’s ability to apply phonics skills in context, while the sub-tests measure the discrete phonics skills of initial consonants, initial blends and digraphs, vowels, phonograms, blending, and vowel pronunciation. 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.
To improve Jarrod’s fluency scores a variety of instructional strategies will be employed. First, Jarrod will receive one on one fluency intervention at his instructional level. Jarrod will be given explicit instruction
Lila is a second grade student who participated in a Primary Spelling Inventory and the reflection of her results are as follows. After her spelling inventory was finalized I noted that the student spelled ten of the twenty-six words correctly giving her a power score of 10/26. Most of the words that she mastered was in the Late emergent and early of Letter Name Alphabetic stage. I also noted that Lila accomplished 36 features out of 56 total features during her spelling inventory. Based on the results of the Primary Spelling Inventory the orthographic features that Lila recognizes are the consonants, short vowel, blends, and is familiar with diagraphs. Although she mastered blends which falls in the late Letter Name-Alphabetic stage she failed to master diagraphs which is the middle stage.
Practicing Systematic Synthetic Phonics helps to develop early reading in a number of different ways; Ehri (1988) suggested that there were four main ways in which a reader might recognise an unknown w...
Everyone seems to be in agreement that phonics is an important element in teaching a student to read. In the article, What We Know About How to Teach Phonics by Patricia M. Cunningham and James W. Cunningham, they discuss what is known about teaching phonics. Then, the authors give some suggestions that would benefit both teacher and student in regards to phonics as well. In response to what we already know, students need cognitive clarity with anything they are learning. Basically, they need to know the end goal and what they are going to do to get there. Next, students should always be engaged in the material that is presented to them. This way they are fully interested in learning. Third, material needs to be multi-level to meet the needs
This article provides the rationale for introducing a phonics screening check in Australian schools, detailed explanations of its development, implementation, and result in English schools, and also recommendations for a phonic screening in Australia. Furthermore, the author has attempted to research and document a method that is believed can improve Australian children literacy level and their reading ability not only nationally but also internationally. By implementing the Year 1 Phonics Screening Check and demonstrate how systematic phonics is being taught across the country and in individual schools, it is believed that it can improve teaching methods. The article makes an exceptional initiation to implement new education policy scheme in Australia. Despite there was a lot of research in this teaching method, seeing the result and evaluation in the implantation in Australia will add new knowledge on this
Phonological awareness is the ability to be aware of the sounds certain letters in words make. Sue Bredekamp and Carrol Copple explain, “Another strong predicator of phonological awareness; that is, noticing the sounds of spoken language- beginning speech sounds and rhythms, rhyme and other sound similarities, and, at the highest level, syllables and phonemes (the smallest units of speech that make a difference in communication)” (Bredekamp & Copple, 2009, p. 147). An example of something I can use in the classroom will follow standard LAFS.K.RF.2.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). a. Recognize and produce rhyming words. By teaching children to listen to the ending sounds of a word, I can use a felt board to hang up pictures of a cat, bat, rat, hat, mat, and images showing pat, sat, and splat. I will ask the class to listen for ending sounds and find the similarities. I can assess them by adding pictures of a dog, chair, fan, and pen on the mat and see if they can match the rhyming words and omit the non-rhyming
I am Laura Waters. As producer of Summer Heights High, I am well placed to give some advice on this matter. I am writing to reply to your request for advice which you had put onto the ABC blog. Before you decide whether or not you believe your child should watch this show, I will outline the key things to consider. One of the main concerns is the offensive language used throughout the show. More important features to recognise is the behaviours and values shown throughout.
Mary is a nine year old student who is currently in third grade. She repeated kindergarten showing difficulties in memorizing her letters and their phonetic sounds. Unfortunately, having her go through the kindergarten curriculum for two years did not show substantial growth in her ability to put words together. Mary qualified for speech therapy in syntax construction by scoring in the low seventies demonstrating difficulty repeating and forming a sentence with given words. German & Newman (2007) found deficits in verbal language effects how a student will read orally. Furthermore, 50% of children with reading disabilities have a deficit in language-based reading, and phonic retrieval. Knowing this information, the classroom, teacher,
My assessment on this student were intended to focus on is age appropriate base on the Pre- School Common Core Phonemic Awareness as an emergent reading. In my assessment, the child will use prior knowledge on identify letters sounds, with recognizes and name at least all or some the letters. He could use his prior knowledge letters of his name and demonstrate his understanding how print is used and how print works. He can demonstrate his understanding informational from the text. This assessment will show if he could identify book, such as front, back, and story sequences. I could also recognize if he could understand how the events of the story relate with the character in the story. I will have used my assessment sheet with rhyming words to obverses his prior knowledge on rhyming words.
Valeri worked with N.B., a kindergarten student, that has childhood apraxia. The twenty-minute session took place in the speech room because N.B. is easily distracted when the sessions are in her classroom. During their session, Valeri used the Nancy Kaufman Approach (K-SLP) program cards and Connect Four game to work on producing each sound together. N.B. can say most of those sounds in isolation, but has difficulty when putting the sounds together. The focus was working on consonant-vowel sounds together. The vowel sound /ē/ with a different consonant at the beginning. Valeri would prompt N.B. using different visual cues like making a puff motion nearing the mouth when working on /p/, or pulling down a sign language b for the /b/ sound. N.B.
The assessment is designed to assess students in kindergarten through second grade, however it may be used with older students who are struggling with phonological awareness. The PASS is composed of ten sections: word discrimination, rhyme recognition, rhyme production, syllable blending, syllable segmentation, syllable deletion, phoneme blending, phoneme segmentation, and phoneme deletion. Allow one to three minutes per section. Each section has a brief instructions and a script of directions on how to perform the assessment. As the assessor do not provide extra help, support, or additional instructions. Make sure to begin the task after the student fully understands the task, rephrasing of directions is allow to aid student understanding of the task. If needed, repeat any items. If the student does not understand or cannot perform the task, do not administer that section. The stopping points for each section is when a student cannot perform any sample items or misses three items in a row. Do not penalize for articulation or sound productions. The scoring requires a one for correct responses and a zero for incorrect responses, write errors next to each item.
The target group for this exercise will comprise children between ages 5-7 years. The purpose of the instruction technique will be to give insights that words are composed of smaller units. This will allow the target group to grasp as phonemes are very conceptual units of language. Most children are accustomed to thinking of words not in terms of their linguistic characteristics but in terms of their meanings. Additionally, children face difficulty in producing a phoneme in isolation. While phonemes are not discrete units, the feature of a phoneme affect those that come before it as well as those that follow it in a word. Children will be required to recognize rhymes and rhyme words. They will also be required to blend phonemes and split syllable as intermediate-level tasks. The most challenging phonemic awareness tasks will involve completely segmenting the phonemes and manipulating them to form different words. Overall, the technique will aim at enabling children
When I performed the Emergent Literacy Profile on her, she was able to easily blend and segment onsets and rimes. She was also able to easily blend and segment phonemes. Student A was also able to come up with rhyming words. Student A is also strong in spelling the initial and final consonant phonemes correctly on spelling tests and on the QSI. She is good with blends and can spell most blends correctly and is able to identify the short vowel sounds when spelling. The QSI assessment placed Student A in the early to middle letter name-alphabetic spelling stage. Student A struggles with digraphs and does not recognize word patterns when
After assessing John’s language proficiency by observing, interacting and analysing his oral and written language we can conclude that he is a phase three student who generally functions fluently and competently in English, but who occasionally needs assistance to improve even more.
Addison needs to develop word identification strategies to improve her reading. The data collected indicated that Addison’s word analysis skills were not effective. Addison consistently had difficulties with the vowels and the