I worked with my neighbors daughter .Her name is Amanda she is in Kindergarten and her mom tells me she is on the appropriate reading level for her grade, and she was ok with me doing this assessment this afternoon with her daughter.
PRINT AWARENESS ASSESSMENT#1
I started with Print Awareness and asked Amanda to show me from a book called Pup-Pup-Puppies by Bonnie Bader where the front of the book is, asked where the title was, Asked her to show me the back of this book, Where there is 1 capital letter and where there is a lower case letter , asked her to find a period and a question mark . She was able to accurately answer every question in the Print Awareness assessment #1 . There is no need for further learning activities for this child on assessment#1.
PHONEMIC AWARENESS ASSESSMENT#2
With Amanda I used as seen in the video Phonemic segmentation using shopkins. I drew an 8 and left boxes for her to fill a shopkin with doing the number 8 . 8 = 2 shopkins. then we did the word Leaf = Leaf = 3 shopkins. It seemed like she understood the concept of sounds and so we transitioned over to sounding out words. I started with easy words such as Red, Dog and the, she did know those words and than I moved onto a bit harder words where I felt she would need to really try to sound out the words she did struggle at times but did quit well with sounding out words and sometimes if she got stuck she would look at me for help so I would sound it out for her and than shed repeat me. Further action is not required at this time but I do feel that this is something that she should work on because knowing phonemic awareness can help you in the long run with reading.
PHONICS ASSESSMENT#3
Amanda : Phonics lessons in kindergarten focus on students becoming automatic at letter naming, single-grapheme letter sounds, and reading single-syllable words with short vowel spellings. Instruction may include common digraphs (ch, sh, th, wh, and ck). For some kindergarten students, articulating some consonant sounds may be difficult, but this does not prevent them from reading and comprehending words with those sounds.
She was able to understand BuN BuG Last letter needs to be changes and how now it will sound by adding a new last letter. We did it for bUg and bAg where you change the vowel and that is where she struggled a bit, this is something I would further enhance with her by doing more segmentation using words on a board and writing the difference words and helping her master this because it will add to her vocabulary and she can expand in learning , this is very important to know for reading .
FLUENCY ASSESSMENT#4
I had Amanda read a loud a book called Pup-Pup-Puppies by Bonnie Bader this book is for progressive readers and is a Level 2 which means it has longer sentences , simple dialogue , picture and context clues as well as a bit more of an in depth plot. Amanda overall did pretty good with reading this book. I read the book first and went over vocabulary words I felt she may need help on prior to reading, than I had her read the book to me outloud and once she was completed I asked her what it was about to check for comprehension level. Overall with this lesson I was pretty impressed but it was very basic details which I did expect for a Kindergartner. I would recommend her doing some more reading at night and this will help her improve in fluency.
The 3 websites I choose to help a student develop in these 4 area's are :
ABCMOUSE.com
MagicKeys.com/books
Cookie.com (stories section)
I enjoyed reading about the phonics lesson that you did with Amanda. What resonated most with me is when you said that for kindergarten students its about "articulating some consonant sounds may be difficult but this does not prevent them from reading and comprehending words with those sounds". I think that sometimes teachers see that children struggle, so they look at that as them not understanding, rather than helping to develop that specific piece of learning.
ReplyDeleteReading your post reinforces the idea that although children learn print awareness from observation, it is necessary for instruction to be structured so that they become good readers. For example the teacher not only pointing to melon on paper then pointing to the melon on the fruit stand. Rather using melon in context. Example: "Amanda!, mommy is going to buy melon." "Do you like melon?" (Mother then points to melon on fruit stand). "Melon is sweet." "Here baby, see I have melon on my list." Then she points to melon on the shopping list.
ReplyDeleteReally nice and thorough assessment! Seems like Amanda's K teacher is doing a really good job with getting her on the path to reading.
ReplyDeleteGood assessment. My schools uses the phonics lessons in kindergarten where students focus on students becoming automatic at letter naming, single-grapheme letter sounds, and reading single-syllable words with short vowel spellings. This is great for those students on level but it students struggle with sound putting together other sounds can be difficult.
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