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  • Summary: Classroom Analysis

    identifying consonants, short vowels, digraphs and blends. Regardless, based on his results he will be included in the middle letter name-alphabetic instructional level group to reinforce his short vowel, digraphs, and blends to progress to the next stage. Based upon the assessment data from the classroom composite inventory listed, four small groups targeting different curricula goals will be formed. Even if feature points suggest students are in a particular stage, spelling features from earlier stages implied the need for improvement. Therefore, the following groups were created to focus on their own instructional level pertinent to middle letter name-alphabetic, middle syllables and affixes, early derivational relations, and late derivational relations. Subsequently, groups were formed according to the spelling developmental stages and not by specific grade level. Choosing to have a fewer number of groups contributed to the arrangement for each group. Group 1 – Michael, Sarah, Blaine, Fred, Jada, and Bobby corresponded within the middle letter name-alphabetic stage and will begin focusing on short vowels, digraphs, and blend features to progress to the next stage. They use most beginning and ending consonants including vowel usage. For instance, students may spell pot for put or lik for like. However, by the end of this stage students will learn the alphabetic principle, consonant sounds, short vowel sounds, digraphs and consonant blends (Tompkins, 2013). Consonant…

    Words: 1510 - Pages: 7
  • Mastery Of Sounds

    Although this is the general concept that many researchers utilize, it is not a concrete definition. Researchers who study mastery of sounds take into consideration a different factor, which creates variability between the numbers of different studies. Some researchers consider the consonant blends while others do not (Sander, 1972). As mentioned above, there is not a conclusive definition that could be used to finding the age of acquisition of sounds. Alongside the criteria of how to measure…

    Words: 829 - Pages: 4
  • Kamil Language Analysis

    Activities such as “Dominoes” in which Kamil focuses on initial and ending sound of the words, or “Reading by Analogy”, in which Kamil breaks apart words, and think of other known words to help him read the parts, may add to the improvement of Kamil’s decoding skills. The CORE assessment revealed Kamil’s need in learning English consonant sounds. Kamil may benefit from this language intervention through game-like activities such as “Sound Bingo”, “Sound Booklets”, “Toss the Cube”, and/or…

    Words: 1337 - Pages: 6
  • Phonetics In Arabic Language

    (Hayat 2005, Alan 1997). Related studies report that Arabic speaking learners of English commonly have problems with the English vowels (Munro 1993, Brett 2004). Arab learners also have difficulties with pronouncing the English consonants /p/, /v/, /s, /z/, /d/, /ð/, /θ/, /dʒ/, /ŋ/ (Val Barros…

    Words: 1186 - Pages: 5
  • Spelling Inventory Assessment

    remediation and instruction. Instructional focus is important for the students to begin honing in on their weak areas and strengthening their capabilities. The following analysis is that of a second grader. A students strengths are their comprehension abilities, recognition of staring and ending consonants, word accuracy in context, and moderate phonetic decoding skills. The students comprehension in demonstrated by their scores of 3, and 2, on “Within the Text”, and “Beyond and About the…

    Words: 710 - Pages: 3
  • Breaking Down Phonic Analysis

    Another component of analyzing invented spelling is breaking down phonics in each word. To analyze break this words down we look at the word phonemic elements. Cole did a fantastic job using these elements in his writing. The first word I looked at was “rokitchip”. This is how Cole phonemically spelled out rocket ship. The phonemic element he used in this word is consonant blends with the letters ch. Consonant blends are mixing two consonants together to make a new sound that combines their…

    Words: 1354 - Pages: 5
  • Phonological/Phonemic Awareness Assessment

    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…

    Words: 2444 - Pages: 10
  • Sight Word Inventory

    each grade level. Thus, as you continue through the words, they become increasingly difficult. Franklin’s instructional level is at the third-grade level. At his level, he was able sound out the beginning consonant, “r,” for the word “rough” and “m-o” word “motion.” Additionally, he correctly identified “interested” and “confused,” however it was not an automatic recognition. Finally, with the third-grade list, he pronounced “curious” as “serious.” Throughout the assessment, I noticed…

    Words: 1645 - Pages: 7
  • Phonemic Awareness Literature Review

    The intervention was the Stop and Go Game, which was designed to help students with sound blending and segmentation. The length of each session varied for each student. The game materials included letter cards with two vowels and eight consonants, a laminated paper with a traffic light, a game board, and a game piece. Letters were labeled as stop sounds like, /t/, and go sounds like, /s/. This concept of stop and go sounds was explained to the students in the beginning. The game was played by…

    Words: 1183 - Pages: 5
  • Miley Case Study Answers

    her favorite subject was the park, which I believe means recess. She really likes the televisions shows Mutt n’ Stuff, Wendy, and the Lion Guard (which is a spin-off of Lion King). Her favorite book is Tap Tap Bang Bang, and her favorite celebrity is Miley Cyrus. I find this kind of cute because her name is Miley as well, but when I asked if she was named after Miley Cyrus she said she didn’t think so. Throughout this time, I also learned that she really liked horses, but she did not write that…

    Words: 1818 - Pages: 8
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