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Andersonperformance Basedassessment1

The document provides a lesson plan focused on helping a second grade student, Maria, improve her phonemic awareness and spelling skills related to short e and short i sounds. It describes Maria's background and assessments showing she struggles to segment words and spell, particularly words with short vowels. The lesson plan involves showing pictures of words with short e and short i sounds and having students practice identifying, sorting, and spelling such words. It is intended to help Maria distinguish between the two vowel sounds.

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68 views

Andersonperformance Basedassessment1

The document provides a lesson plan focused on helping a second grade student, Maria, improve her phonemic awareness and spelling skills related to short e and short i sounds. It describes Maria's background and assessments showing she struggles to segment words and spell, particularly words with short vowels. The lesson plan involves showing pictures of words with short e and short i sounds and having students practice identifying, sorting, and spelling such words. It is intended to help Maria distinguish between the two vowel sounds.

Uploaded by

api-316713499
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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Performance-Based Assessment 1

UNLV Student: Alexandria Anderson


Lesson Plan Title: Spelling and Phonemic
Awareness

Lesson Plan Topic: Language

Date: May 31, 2016

Estimated Time: 20 minutes

Grade Level: 2nd

School Site: N/A

Student Data
Maria is a second grade student who attends an urban elementary school. The second
grade classroom Maria is in has one teacher with 24 students. She is 8 years old and lives
with her family which includes both her mom and dad and multiple siblings. Maria also
has a positive attitude about school and enjoys learning. Maria said, "I love reading!"
English is not Maria's first language, she speaks Spanish at home.
Summary
Yopp Phonemic Awareness: Of the 22 words presented during the assessment, Maria
was able to accurately segment 12 words. Maria seems to have some phonemic
awareness but does need instruction in this area. Based on her responses, she seems to
have a solid understanding of initial sounds. However, Maria does struggle with
segmenting vowel sounds. For example, she produced /w/ /(short) i/ /v/, for wave, but
then spoke the word wave with a long vowel /a/. Maria may also benefit from hearing
the words in context; she offered segmentation for find instead of fine, and free
instead of three.
Morris Kindergarten and First Grade Spelling: On the first assessment, with the
first-grade list, Maria scored a possible 28 of 40 points, showing that she is able to
represent both consonant blends correctly (Morris, 2015, p. 66). Using the
second-grade list, Maria scored 1 out of a possible 10 points, with each point representing
a word spelled correctly. Neither of these results demonstrate success or mastery of
spelling patterns, and both results support the idea that Maria is in need of specific
instruction for phonemic awareness, matching sounds to letters, and spelling.
Standards

2nd Grade Common Core State Standard for Language


L.2.2e: Consult reference materials, including beginning dictionaries, as needed to check
and correct spellings.
Objectives
Students will distinguish between the sounds for short e and short i.
- I can tell the difference between the sounds for short e and short i.
Students will correctly spell words with short e and short i.
- I can spell words with short e and short i.
Materials
Short vowel e and i picture and word cards
Procedures
Motivation/Engagement: Today we are going to focus on telling the difference between
the sound and spelling for short e and short i.

Developmental Activities
The teacher will show a picture (with word beneath) of a bell and ask student(s) to
explain what it is. The teacher will tell students that the picture is of a bell, and tell
students to watch the teachers mouth carefully as the word is pronounced slowly and
deliberately. Students will do the same.
The above process will be repeated with a picture of a (dollar) bill. The teacher will place
the pictures side by side and alternate pronunciation of each word, asking students to
listen carefully for the difference between the two vowel sounds.
Now we are going to sort some more pictures according to the vowel sound we hear.
Teacher and student(s) will work together to determine whether the picture and word
net goes with the picture of the bell or the picture of the bill. Together, teacher and
student(s) will slowly and deliberately pronounce the word and place it in the correct
column. Repeat this process for the words fill and beg.
The student(s) will independently continue the process for miss, mess, spill, and
spell.
Closure
What did we do today? (Revisit student-friendly learning objectives). Students will
provide one example of a word with short e and a word with short i.
Extension
Locate additional examples in current reading materials.

Accommodations, Modifications, and Differentiations


-Provide only pictures so that students do not have the visual cue with which to work.
-Provide only written words so that students have the visual cue to guide.
-Provide words with digraphs.
-Use only CVC words (no double letters or digraphs).
Homework
Provided a picture of a bed and a pig (without words accompanying), sort additional
words with short e and short i.
Reflection
I believe that this lesson and variations of it on subsequent days would be useful for
Maria in particular as she uses and uses interchangeably short e and short i.

Lesson Assessment
Directions
Direct students to both watch your mouth and listen as you dictate each word. Say the each word
once and then use it in a sentence. The student will first say all the sounds heard in the word,
with the instructor recording the response in the column for oral segmentation. The student will
then spell the word him/herself on another sheet of paper to be later recorded in the written
response column.
Scoring
When scoring, consider only whether the correct vowel sound was identified; for example, if the
student spoke /s/ // /m/ and/or wrote sip for the word spin, the student would be awarded a
point for each answer because the assessment is measuring identification of the sounds for short
e and short i.
80-100% in any category indicates that the student has mastered that particular sound/pattern.
The same score in two corresponding categories (both in oral segmentation or written response)
indicates that the student is able to successfully distinguish between short e and short i. Scores
below 80% in any category may indicate that explicit lessons for segmentation and/or patterns
for that particular short vowel are needed.
Word
1. slim
2. wet
3. fill
4. fell
5. spin
6. neck
7. rid
8. den
9. press
10. trip

Oral Segmentation

Written Response

Total

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