Here are my on line resources:
https://www.mc-wildcats.org/common/pages/DisplayFile.aspx?itemId=5848733
https://www.readnaturally.com/knowledgebase/how-to/9/217
https://www.kizphonics.com/product-types/1st-grade-games-1/
I assessed a 7 yr old girl for PRINT:
-She successfully pointed out the front and back of book, the title, where the story begins. She had difficulty with the first word and first letter in the page and the period.
-To aid in her print awareness, I would use very large print and do an exercise where she would first watch me circle the first letter and word on a page on a big screen and then attempt to do it herself with different colored markers. I would then teach what a period is and give a positive reinforcement for every period she finds on a page.
I then assessed a 10 yr old boy for FLUENCY:
-He read 247 wpm correctly. However his expression wasnt great since he was so focused on speed. He did stop at all the right phrases and had good innotation. He was able to tell me the main idea and an outline of what happened.
-To aid in his expression since he can get hyper focused on speed and numbers; next time I would not tell him that I'm timing him and ask him to pretend he is reading to a smaller child so he will automatically make it more exciting with expression.
I went back to the 7 yr old girl for PHONEMIC AWARENESS:
- She correctly gave the beginning and end sound of 20 words automatically. However this was after I explained very clearly what I wanted. She originally thought she needed to look at the words I was reading which was confusing for her since there were so many on the page.
-Next time, I would make the assessment more informal and into a game. ie . naming objects or I spy with the first or last letter.
Back to the 10 yr old boy for PHONICS:
-I had him read one paragraph above his level. He read all the words correctly besides 6. He decoded 3 of them on his own. The other 3, he mixed up and needed my help to reread and break down.
-I would ask such a child to first read such a passage to himself and write down any words that are difficult and show me how he figured them out to give him confidence and also to slow him down to focus on the skill instead of the speed.
https://www.mc-wildcats.org/common/pages/DisplayFile.aspx?itemId=5848733
https://www.readnaturally.com/knowledgebase/how-to/9/217
https://www.kizphonics.com/product-types/1st-grade-games-1/
I assessed a 7 yr old girl for PRINT:
-She successfully pointed out the front and back of book, the title, where the story begins. She had difficulty with the first word and first letter in the page and the period.
-To aid in her print awareness, I would use very large print and do an exercise where she would first watch me circle the first letter and word on a page on a big screen and then attempt to do it herself with different colored markers. I would then teach what a period is and give a positive reinforcement for every period she finds on a page.
I then assessed a 10 yr old boy for FLUENCY:
-He read 247 wpm correctly. However his expression wasnt great since he was so focused on speed. He did stop at all the right phrases and had good innotation. He was able to tell me the main idea and an outline of what happened.
-To aid in his expression since he can get hyper focused on speed and numbers; next time I would not tell him that I'm timing him and ask him to pretend he is reading to a smaller child so he will automatically make it more exciting with expression.
I went back to the 7 yr old girl for PHONEMIC AWARENESS:
- She correctly gave the beginning and end sound of 20 words automatically. However this was after I explained very clearly what I wanted. She originally thought she needed to look at the words I was reading which was confusing for her since there were so many on the page.
-Next time, I would make the assessment more informal and into a game. ie . naming objects or I spy with the first or last letter.
Back to the 10 yr old boy for PHONICS:
-I had him read one paragraph above his level. He read all the words correctly besides 6. He decoded 3 of them on his own. The other 3, he mixed up and needed my help to reread and break down.
-I would ask such a child to first read such a passage to himself and write down any words that are difficult and show me how he figured them out to give him confidence and also to slow him down to focus on the skill instead of the speed.
Hi Chana, i like how you included ways to help your students improve in the future. I enjoyed readign your assessments.
ReplyDeleteChana, I like your idea of modeling with a large-print text for teaching print awareness concepts. Your students will definitely benefit from this learning activity.
ReplyDeleteVery nice job! I like the idea to use large print, and your assessments were done very thoroughly!
ReplyDelete