Phonological/Phonemic Awareness Assessment

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Steven (pseudonym) is a first grader at Dog Branch Elementary School (DBES) in Dundalk, MD. Steven entered Dog Branch E.S. in April of his Kindergarten year from the Baltimore City Public School system. In first grade, Steven is in a general education classroom and receives small group instruction for both reading and math. I completed and analyzed five different assessments to identify Steven’s strengths and weaknesses.
Letter Name Word Study Assessment
The purpose of this assessment is to identify student’s specific strengths and weaknesses in the Letter Name Stage of the Phonics Continuum. The five categories examined in this test are initial/ final consonants, initial diagraphs and blends, short vowels, affricates and final consonant
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In rhyme recognition, students are asked if two words rhyme or do not rhyme. They respond by showing the assessor thumbs up, or thumbs down. The total number of points for this section is. The rhyme production section of this assessment asks students to produce a real or made-up word that rhymes with the word provided by the assessor. The total number of points for this section is 5. Students can respond with real or made up words. The word recognition in Sentences section of this assessment assesses student’s ability to identify the number of words in a sentence. Students are given counters and are asked to show how many words are in each sentence through the counters. The teacher first reads the sentence and then asks the student to move the counters to show how many words are in the sentence. In reviewing a student’s answers on this assessment the educator can understand the student’s strengths and weaknesses and learn when they should start instruction for the individual student …show more content…
I will use an open picture sort to explicitly teach what sound the vowel in various words is making.
2) The Phonemic Section of the Phonological/Phonemic Awareness Assessment shows that Steven needs help in blending words. By using Duck Lips and Syllable Stomping, Steven will be able to increase his awareness of phonemes in words. The instruction will first start with syllables and then move to phonemes, once Steven is successful at a simpler level.
3) Based on the Dolch Word List assessment, Steven needs to be able to read more Dolch List words, as he read 50% of the pre-primer words and he should be able to read all of the pre-primer, and primer words by the beginning of first grade. In order to teach Steven these words I will use a variety of strategies including arm tapping and air writing to help him learn how to write the target words.
Reflection of Conducting

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