Week Four Assignment:

Individual Assessment, Analysis, & Planning Project (Part Two)

Janina Schrecengost

ITL 514 Reading Literacy

1. BACKGROUND INFORMATION:

Abby is 7 years old and has twin brother siblings who are 1 year old. Abby lives with Mother, Father, 2
brothers, Uncle, Grandma and Grandpa. Abby does not suffer from any medical or emotional health
issues that might impact the child's reading. English is the child’s and family’s first language. Abby
attended preschool at one location and Kindergarten through 2nd grade at West Heritage Elementary.
There are no known behavior problems. Abby was previously receiving speech services beginning in
preschool but tested out of speech services this school year.

Abby enjoys spending time with friends and family. Her favorite subject in school is Math and enjoys
learning and being at school. Overall Abby enjoys reading however she does not enjoy having to use a
dictionary to look up words, or reading out loud in class (embarrassed). Abby enjoys writing about
princesses, and also enjoys watching Spongebob on TV. When Abby grows up she would like to be a
doctor.

2. ANALYSIS OF ASSESSMENT FINDINGS:

Yopp Singer
-hears Separate sounds in speech 5/5
-recognizes rhyming words 5/5
-hears syllables in words 2/5
-generates rhyming words 0/5
-blends onset and rime 5/5
-blends individual phonemes 5/5
-isolates initial sounds 4/5
-isolates middle sounds 2/5 (missed ‘ee’ and ‘oa’ digraph sound, wrong vowel sounds ’i’ and ‘o’
-isolates final sounds 5/5

San Diego Quick Assessment:

Preprimer: 10/10
Primer: 10/10
Grade 1: 8/10 ; missed road, said round, missed thank, said think
Grade 2: 6/10; early/every, wide/wild, believe/belive, quietly/quity (incorrect middle sounds of
words)

-Spelling Assessment- Primary Spelling Inventory (PSI)

6/26; can correctly spell CVC words; struggles with the vowel digraphs ai,oa,ou, ew, and oi

-Fluency
-1st grade fluency passage
-91% accuracy
-3 errors
-30 WCPM

-Comprehension
-1st grade reading passage
-50% accuracy

-Writing
 -49/70 words
-Abby enjoys writing

3. THREE IDENTIFIED STRENGTHS (BE SURE TO REFERENCE ASSESSMENT DATA):

FIRST STRENGTH:
Abby is able to hear separate sounds in speech 100% of the time scoring 5/5 on the Yopp Singer
Assessment.

SECOND STRENGTH:
Abby is able to recognize rhyming words 100% of the time scoring 5/5 on the Yopp Singer Assessment.

THIRD STRENGTH:
Abby is able to blend individual phonemes 100% of the time scoring 5/5 on the Yopp Singer Assessment.

4. TWO AREAS OF NEED ((BE SURE TO REFERENCE ASSESSMENT DATA )

FIRST AREA OF NEED:

In the Phonological assessment the student scored (2/5) in her ability to hear syllables in words and
scored (2/5) in her ability to identify the middle sound in words. This affects her phonemic awareness
skills which lead to problems in reading and writing.

SECOND AREA OF NEED:

In the students spelling assessment (6/26) there were many errors that are consistent with the ability to
sound out and use blends as well as diphthongs (ai, oa, ou, ew, and oi). The same concerns were shown
in the student’s writing assessment.

5. TWO (2) METHODS/STRATEGIES TO MEET EACH OF THE TWO NEEDS (BE SURE TO STATE
WHY THESE ARE EFFECTIVE STRATEGIES FOR THIS STUDENT & SUPPORT YOUR
RECOMMENDATIONS WITH EXPLICIT REFERENCES FROM THE TEXTBOOK):

FIRST AREA OF NEED

STRATEGY #1: Word Tiles

Explicit Instruction with modeling:

Have sets of multi-syllabic words so that the syllable of each word is written on a separate note card
(word tile). E.g. tas fan tic (fantastic). (have tiles of each word clipped together with a paperclip)
Model to students how to take the cards and form them into a complete word, model reading each card,
putting cards in the wrong order and reading again, until the word makes sense.
For example:
Let’s look at the cards and read them:
tas fan tic
Say out loud tas//fan//tic. Does that make sense?
No!
Let’s put them in a different order, I’ll move the first one to the end.
fan tic tas
fan//tic//tas. Does that make sense?
No!
Hmmm, lets try
fan tas tic
fan//tas//tic Does that make sense?
Yes!

Read out loud again, “fantastic” and write the word down on the board

Repeat with another word, for example, ven//ture//ad, ad//ven//ture

Guided Practice while checking for understanding:

Do the same again with another word, e.g. shine//sun, but ask the class to read each syllable (word tile)
out loud. Call on Sydney to put the word in the right order, if she gets it wrong, ask if someone else would
like a go, else ask Sydney to read the word out loud. sun//shine. Write the word sunshine on the board.

Repeat with another word e.g. col/or/ful, but have the students work with their elbow partner to practice
putting the word tiles in the right order.

Independent Practice & Small Group Instructional Steps:

Have the students work in small groups, each with their own sets of word tiles and have them create the
correct words with their tiles and write them down. I would then have them read them to each other.

WHY IS THIS STRATEGY EFFECTIVE (CONNECT TO THE IDENTIFIED NEED):

This strategy is effective as it gets the students to read each syllable and piece the word together, which
helps them understand how words are made of word pieces (syllables) and then say the whole word.

STRATEGY #2: Drumming Out Syllables (Reading Rockets)

Explicit Instruction with modeling:

The teacher has all students sit in a circle while going over multisyllabic words with a tambourine. The
teacher taps the tambourine after each syllable to emphasize the syllable break. The teacher starts out
with words that are two and three syllables.

Guided Practice while checking for understanding:

While the teacher is tapping the tambourine, students are clapping along and reciting the words.

Independent Practice & Small Group Instructional Steps:

Students break off into groups of 3-4 and practice words together while clapping. The teacher observes
and assesses understanding.

WHY IS THIS STRATEGY EFFECTIVE (CONNECT TO THE IDENTIFIED NEED):

Since Abby enjoys playing and spending time with her friends, this is a strategy that can be performed
with friends that she will enjoy taking part in.

STRATEGY #3:

Clapping Game

Explicit Instruction with modeling:

Play a syllable word clapping game. Start with 2 syllable words, e.g. ap/ /ple, write it on the board and
model clapping for each syllable as you say it out loud, ap ple. Then do it for another word, e.g. wa//ter.
Then repeat the two words and have the students say them out loud and clap with you.
Explain to the students that saying a word out loud and clapping the syllables helps figure out how to say
the word, how to read the word and how to write the word.

Then do it again with the students for another word, e.g. flow//er.

Then write down another word, e.g. sand//wich and ask Sydney to demonstrate. Check that she can do it
before moving on, otherwise try again with modelling.

Then demonstrate with 3 and 4 syllable words. E.g. cham//pi//on, de//cem//ber, ex//cla//ma//tion,
na//vi//ga//tor

Guided Practice while checking for understanding:

Display a list of words on the board, and ask the students to take turns saying the words out loud and
clapping the syllables with their elbow partner. Walk around the room and check that students are doing
it correctly. Specifically check on Sydney and her partner to make sure she is playing the game correctly.
Correct students as necessary.

Independent Practice & Small Group Instructional Steps:

Have the students work in pairs and give them each a worksheet with a list of words broken into sections,
2 syllable words at the top, then 3 syllable words, then 4 syllable words and then a section with a jumble
of multi-syllable words.

2 Syllable words (clap 2 times)

mountain homework donkey Harry sometimes Potter goodnight

3 syllable words (clap 3 times)

anything average banana mechanic unable bicycle hamburger

4 syllable words (clap 4 times)

generator ability definition calculator Elizabeth

? syllable words

**practice with you own name**

Tuesday boat hamper hippopotamus May diagnosis April important

Explain that they must work in their pairs and take turns saying a word out loud and clapping out the
syllables of each word, starting at the top. If their partner makes a mistake, then they can ask them nicely
to try again.

WHY IS THIS STRATEGY EFFECTIVE (CONNECT TO THE IDENTIFIED NEED):

This strategy is effective as it helps students to decode words into more manageable pieces so that when
they come across a multisyllabic word they are not sure of, they have the tools to be able to break it down
into its word pieces (syllables). Starting with easy words they know will build their confidence.

SECOND AREA OF NEED

STRATEGY #1:
Explicit Instruction with modeling:
Teacher shares with students the word cards and explains how the game is played.

Guided Practice while checking for understanding:

Teacher shares with students the individual word cards and talks with students about identifying the
vowel digraphs. For example the word peek has the /e/ vowel sound that is spelled with ‘ee’. Teacher
instructs students that they must ask for another card that also contains the same vowel digraph so that
they are able to make a match and place that match down.

Independent Practice & Small Group Instructional Steps:

https://www.fcrr.org/studentactivities/P_018b.pdf
Students identify and match vowel digraphs by playing a card game.

1. Place the word cards face down in a stack. Each student takes five cards from the stack. The
remaining cards in the stack are the “lake.”
2. Students check their cards for pairs of vowel digraphs. Read the words,
identify the vowel sound and vowel digraph, and place the matching pairs down.
For example, “I have peek and seed, they have the /e/ vowel sound that is spelled with ‘ee’.”
3. Student one asks for a word card that contains the same vowel digraph as
one of the cards he is holding. For example, “Do you have a card that has an /ā/ sound and is
spelled with ‘ai’?”
4. If yes, student two gives it to student one who reads both words and target sounds.
Places match down. If no, student two says, “Go fishing for a digraph!” Whether or not a match is
made, a student selects enough cards from the stack so that he is holding a total of five cards.
5. Student two takes a turn.
6. Continue game until all cards are matched.
7. Peer evaluation

WHY IS THIS STRATEGY EFFECTIVE (CONNECT TO THE IDENTIFIED NEED):

In Abby’s spelling assessment there were many errors specifically in the ability to sound out and use
blends as well as diphthongs (specifically oa and ai). This strategy is effective because students are
required to practice diphthongs and are rewarded when they make a matching pair. This game helps
students identify target sounds within words such as oa, and ai and not just in isolation.

STRATEGY #2:
Explicit Instruction with modeling:
Teacher introduces the vowel digraphs to the students and discusses as a whole group the sounds that
oo make when combined, ai, ea and ou. Teacher then passes out worksheet to the class and together
complete the worksheet, calling on students throughout.

Guided Practice while checking for understanding:

Students complete the worksheet with teacher guidance.

Independent Practice & Small Group Instructional Steps:

https://study.com/academy/lesson/vowel-digraphs-games-activities.html

Draw multiple grids on the ground (one for each group you intend to set up). Place vowels in each square
of the grid. Make the grids as large or small as you like and randomize the vowels (or letters) to make the
game as technically challenging or easy as you wish.

Select teams of children (maybe teams of 4 or 5) and give each team 2 bean bags. Ask teams to stand
behind a line that is equidistant to the grids. When you call out a word, the first team member must toss
the bean bags, one into each of the two squares holding a letter contained in the word's vowel digraph. All
teams with correct bean bag throws get a point. At the end of the game (do at least enough rounds for
every member of the team to get a turn), the team with the most points wins.

WHY IS THIS STRATEGY EFFECTIVE (CONNECT TO THE IDENTIFIED NEED):

This strategy is effective because Abby enjoys playing with her friends. Students are required to practice
diphthongs as a whole group with a worksheet to review, and also in small groups identifying the correct
vowels in a word that make up a dipthong when tossing the beanbag to the correct location.

STRATEGY #3:

Explicit Instruction with modeling:

Teacher will introduce the ‘Diphthong 5-in-a-row’ game to the students. Explaining and modeling how to
roll the dice to find the diphthong image at the bottom of the page. Teacher will explain that students must
find a word with the matching sound in the grid on the worksheet and place their block there. The goal is
to be the first player to get 5-in-a-row.
https://susanjonesteaching.com/diphthongs-activities-and-games/

Guided Practice while checking for understanding:

Teacher will take turns calling on students to come up one at a time to roll the dice to play a sample game
against the teacher (students against teacher). This way the teacher can check that the students are
understanding how to play the game and give students a chance to ask any questions they may have.

Independent Practice & Small Group Instructional Steps:

Teacher will divide the students up into groups of two. Each group will receive the worksheet/grid and
different colored blocks to use as markers for the game, and a pair of dice. Students will take turns rolling
the di and match the number to the picture at the bottom of the page to then find a word with the matching
sound in the grid.

WHY IS THIS STRATEGY EFFECTIVE (CONNECT TO THE IDENTIFIED NEED):

This strategy is effective because when Abby was given a spelling assessment there were many errors which
suggested that she had difficulty in her ability to sound out and use blends as well as diphthongs (ai,oa,au, ew, and
oi). The same issue was evident in the student's writing assessment. Playing this game allows students more practice
matching a picture of a word containing a dipthong to a written word with a matching diphthong, promoting
independence when reading words containing a diphthong.
 Reflection

Upon reflection of the assessments I administered I feel as though with practice it

would become a smoother operation. When completing the Informal Assessment of

Phonological Awareness it was simple to administer and record results. This was also

the case for the San Diego Quick Assessment, because I had seen this assessment on

the previous case studies completed. When administering the “Write All the Words You

know” assessment, I felt as though 10 minutes was a long time for the student to be

writing random words. I needed to prompt multiple times to encourage Abby to write

more words down. The assessment I struggled with the most was the spelling

assessment. I was unsure when I should stop the spelling test (at what number of

words) and also when analyzing the assessment ; trying to figure out the chart that was

provided was somewhat confusing. I was surprised to learn about the ‘feature points’

and how that can help in evaluating a student's spelling. In the future I would manage

my time better when analyzing the assessments to be able to dedicate more time to

analysis. Next time I administer these assessments I might talk to another teacher who

has already administered assessments like these so that he/she will be able to guide

me in the correct way to administer as well share other strategies they may utilize,

gained from practice experience over the years. When watching back my assessment

video I noticed I inadvertently prompted the student when asking for the separate words

in speech by using my fingers to count the words. I must remember that an assessment

is a measure of student ability. Prompting a student may result in an inaccurate

measure of ability, thereby contributing to an inaccurate analysis of data which has the

potential to create an adverse effect on a student’s continued progress.