Consonant

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    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…

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    Mastery Of Sounds

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    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…

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    Kamil Language Analysis

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    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…

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    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…

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    (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…

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    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…

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    text(COW-T)”(Bear, Invernizzi, Templeton, & Johnston, 1996, 100).When creating the lesson I considered these six different components and tried to make them part of my lesson. These six components also will be covered throughout the day during other lessons. The first lesson focuses on a picture sort. The students look at 20 pictures and sort the pictures based on the beginning consonant sounds. This lesson focuses on concepts and sorting the pictures based on the beginning sound, which relates…

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    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…

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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…

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    Sight Word Inventory

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    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…

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