A. Student Strengths and Weaknesses Data on student has been read and analysis has been made. Student strengths and challenges (weaknesses) have been identified. List areas of strength and weakness in all domains Phonemic Awareness o Strengths: Tristan is at an Independent level in the 1st grade reading list for the San Diego Quick Assessment. He can accurately read all words in this list, with no errors. Even at the Frustration level, Tristan was still able to pronounce all consonant clusters. The student’s reading level as stated by the San Diego Quick Assessment of Reading Ability is the last grade-level word list in which the student reads eight or more words correctly. As indicated by the results of this assessment, where each word list contains 10 words, Grade 1 was the list in which Tristan read all words correctly. o Challenges: Tristan was able to pronounce all sight words on the San Diego Quick Assessment Form, but didn’t seem to get the words that were more challenging that would show his phonemic awareness. The words missed in the 2nd grade word list were mainly multisyllabic words. Tristan was only able to read 5 words out of 10 correctly in his grade level. Phonics o Strengths: While looking at the Elementary Spelling inventory, it is clear that Tristan can write the correct beginning consonant for each word. He correctly writes all consonant clusters except for “wh” as in the word “when,” and “tr” as in the word “train.” o Challenges: While assessing Tristan’s Elementary Spelling Inventory, he only spelled 20% of the words correctly (2 out of 10). From the words provided, it seems Tristan does not know some vowel patterns and leaves out some consonants in words. Although, it looks as if he m... ... middle of paper ... ...de a clear timetable for school year for these assessments. -San Diego Quick Assessment- Once per quarter -CORE Graded High-Frequency Word Survey- Once per quarter -Writing Sample- Should be collected throughout the year to show growth -Classroom observation- ALWAYS -Direct Instruction- 3 times a week -Interview with child- This can be done through a survey, once a month -Parent interview- The parent should always be in contact. If the student is lower achieving, such as Tristan, a take home binder with concerns or strengths as well as work samples should be sent home on Friday’s. References Cunningham, Patricia, M. (2009). Phonics They Use: Words for Reading and Writing. (5th ed.). Boston, MA: Pearson Education, Inc. Gunning, Thomas, G. (2013). Creating Literacy Instruction for All Students. (8th ed.). Boston, MA: Pearson Education, Inc.
On the GORT-5, Jarrod’s average rate was one minute and 71 seconds or 131 seconds. Jarrod reads very slow and is focused too much and pronouncing the words correctly that he is not able to make meaning from the text. Although reading comprehension was his strongest skill area in the GORT-5, research on reading fluency, has shown that when students are able to read fluently, students are able to improve their comprehension. Jarrod will benefit from explicit instruction in reading rate, prosody and building confidence reading aloud.
Hunter was assessed using a running records assessment. This type of assessment is done with the student reading a book out loud to the instructor while the instructor follows along on a sheet to mark off any mistakes made. Hunter read confidently for the most part, only stumbling over a few words. He substituted the word “individual” for “instinctual” and, at first, said “have” instead of “live”, but this error he quickly corrected and was able to continue with the reading without a problem. The results of the running record assessment done on Hunter show that he is a very proficient reader. He only made a total of two mistakes and, of these two, one was self-corrected. Hunter’s accuracy rate is 99.5%,
First, Catalina was asked to read a list of nonsense words aloud as quickly as possible during two 15 second trials (Decoding Fluency). She performed within the below average range. She also performed within the below average range when she was asked to read a list of words aloud as quickly as possible during two 15 second trials (Word Recognition Fluency). Catalina appears to demonstrate below average word reading and decoding skills.
This is why I would focus on a word study instruction that incorporated diagraphs for this particular student. This assessment process using a spelling inventory was new to me, and I did not fully understand the process in the beginning. I was a little confused with the students familiarized of the th and sh sounds in some words, but not in others. This caused me to second guess the stage I was going to place her in until I received clarification on the various ways that students may spell words correctly from
Phonemic Awareness and Alphabetic Principle in addition to Phonics and Decoding Skills provide students with early skills of understanding letters and words in order to build their reading and writing skills. Students will need to recognize how letters make a sound in order to form a word. While each word has a different meaning to be to format sentences. While reading strategies for Reading Assessment and Instruction, I was able to find three strategies for Phonemic Awareness and three strategies for Alphabetic Principles which will provide advantage for the student in my research and classroom settings.
The Words Their Way inventory assessment provides a series of spelling lists at different levels. It begins with a primary spelling inventory assessment followed by an elementary spelling list and ends with an upper-level spelling inventory. I commenced the test with the primary spelling list since the list is designed to recognize the difficulties with letter naming and word patterns. After correcting this part of the assessment, I noticed that sixty percent of my students obtained a score of 84% or more and the the rest scored at various levels of the primary list. The students that scored less than proficient on the primary list are struggling with word patterns and primary inflectional endings.
Gomez, L. M., & Gomez, K. (2007). Reading for learning: Literacy supports for 21st-century work. Phi
Words their way: Word Study for Phonics, Vocabulary, and Spelling instruction defines spelling inventories as “a list of words specially chosen to represent a variety of spelling features at increasing levels of difficulty” (WTW, 2012). Spelling inventories are designed to help assess a student’s stage and what they know about words (WTW, 2012). There are many different types of spelling inventories. Some of these inventories are The Primary Spelling Inventory, The Elementary Spelling Inventory, and The Upper Level Spelling Inventory. The Primary Spelling Inventory (PSI) consists of a list of 26 words that begin with simple words, and ends with inflectional ending words (WTW, 2012). For example, the Primary Spelling Inventory in Words their
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.
Tompkins, G. (2010). Literacy for the 21st century: A balanced approach. (5th ed., pp. 12-286). Upper Saddle River, NJ: Pearson Education Inc.
Phonological awareness (PA) involves a broad range of skills; This includes being able to identify and manipulate units of language, breaking (separating) words down into syllables and phonemes and being aware of rhymes and onset and rime units. An individual with knowledge of the phonological structure of words is considered phonologically aware. A relationship has been formed between Phonological awareness and literacy which has subsequently resulted in Phonological awareness tasks and interventions.This relationship in particular is seen to develop during early childhood and onwards (Lundberg, Olofsson & Wall 1980). The link between PA and reading is seen to be stronger during these years also (Engen & Holen 2002). As a result Phonological awareness assessments are currently viewed as both a weighted and trusted predictor of a child's reading and spelling and ability.
While I believe every child is a reader, I do not believe every child will be enthralled with reading all the time. All students have the capability to read and enjoy reading, but just like any other hobby, interest will vary from student to student. The students in my classroom will be encouraged in their reading, be provided with choice, taught how books can take you into another world but, my students will not be forced to read. This paper will illustrate my philosophy of reading through the theories I relate to, the way I want to implement reading and writing curriculum, and the methods I will use motivate my students to read and help them become literate.
When it comes to my schoolwork, I tend to be extremely conscientious, diligent, and ambitious. A few of my academic strengths are my organizational skills and ability to think critically. A weakness that I have is test taking; while taking tests I become nervous, and forget the information. I become upset with myself if I earn a C on a test or in a class. Then I consider what I could have done differently to receive a higher grade and apply it to future assignments. I react this way when it comes to my studies, because my dad used to get upset with us if we received anything below a B in specific subjects. For example, if we got a C in math my dad would say, “You don’t know how to count? I guess I will stop giving you money since you cannot count it.” He would also reward us for being able to count and getting good grades. When I was a little girl, he used to put out money and give us 30 seconds to count it, if we counted
Reading and writing is a key part of everyone’s life. There has been some encouraging levels of reading development in primary school assessments. According to the National Assessment Program Literacy and Numeracy report (2015), 95.5% of students achieve at or above the national minimum standard of reading. It is important to know effective ways to teach reading so children can become active problem solvers to enable them to read for meaning or for fun. Over the years, there has been a big amount of research into the most effective ways to teach reading skills to students. There are some systematically taught key skills and strategies that help achieve these levels of reading. Some of these skills include phonological awareness, phonemic awareness,
Boushey, G., & Moser, J. (2006). The Daily 5: Fostering Literacy Independence in the Elementary Grades. Portland: Stenhouse Publishers.