Phonemic Awareness
Phonemic Awareness
Grand Canyon University
ECE-515
May 7, 2012
Phonemic Awareness
The child I chose to assess is a kindergarten student who is five years and three months old. She comes from a monolingual Spanish speaking family. She began school during the month of October. During the first few weeks she seemed to doing well adjusting to the classroom environment and routine. She was participating in groups and began using 2-3 word sentences in English. The data from the assessments tell me that she is still having difficulty with letter-sound identification. For the Phoneme Segmentation assessment she was at 8/22, the majority of the incorrect response were because she omitted the beginning sound. She did the same for the Phoneme Isolation 0/5. And for the Phoneme Matching she repeated the last word given 2/10.
The results of these assessments are similar to her DIBEL scores with first sound fluency. I have been having her work one-on-one with me and in a small group. I have taken a letter-name and letter sound-inventory to see which letters she still needs (she is still confusing a few sounds). We have revisited those letter sounds she is struggling with by reviewing letters that were already taught. We are doing letter-name and letter-sound script which seems to be helping a little. An example of this is:
Teacher gives name of a letter then asks group “what name?” students respond. Then teacher asks for sound of letter, and then students respond. Students do this while using dry-erase boards and/or writing in the air students write the letter that corresponds to the sound the teacher makes.
Based on the results of the current assessments and her actual performance in the classroom I created a lesson plan that focuses on beginning sounds. This lesson is a letter sound activity that allows her the opportunity to have a visual of the word, hear the correct name, repeat the name, produce the beginning sound, and match the
Grand Canyon University
ECE-515
May 7, 2012
Phonemic Awareness
The child I chose to assess is a kindergarten student who is five years and three months old. She comes from a monolingual Spanish speaking family. She began school during the month of October. During the first few weeks she seemed to doing well adjusting to the classroom environment and routine. She was participating in groups and began using 2-3 word sentences in English. The data from the assessments tell me that she is still having difficulty with letter-sound identification. For the Phoneme Segmentation assessment she was at 8/22, the majority of the incorrect response were because she omitted the beginning sound. She did the same for the Phoneme Isolation 0/5. And for the Phoneme Matching she repeated the last word given 2/10.
The results of these assessments are similar to her DIBEL scores with first sound fluency. I have been having her work one-on-one with me and in a small group. I have taken a letter-name and letter sound-inventory to see which letters she still needs (she is still confusing a few sounds). We have revisited those letter sounds she is struggling with by reviewing letters that were already taught. We are doing letter-name and letter-sound script which seems to be helping a little. An example of this is:
Teacher gives name of a letter then asks group “what name?” students respond. Then teacher asks for sound of letter, and then students respond. Students do this while using dry-erase boards and/or writing in the air students write the letter that corresponds to the sound the teacher makes.
Based on the results of the current assessments and her actual performance in the classroom I created a lesson plan that focuses on beginning sounds. This lesson is a letter sound activity that allows her the opportunity to have a visual of the word, hear the correct name, repeat the name, produce the beginning sound, and match the