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EDC 272 M2A1 Print Concepts - LAI

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21 views

EDC 272 M2A1 Print Concepts - LAI

Uploaded by

gothiswaymotoadv
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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M2A1 Print Concepts Template

The Case.
It is the third quarter of Kindergarten. The new Kindergarten teacher, Mr. Jackson, has come to you
for advice. Mr. Jackson wants to update his guided reading groups since he hasn’t changed them
since the start of the school year.

He recently retested four students who started the year working on print concepts and letter
identification. He needs your help determining whether one or more of them are ready to move to a
more challenging reading group. He knows that each group should be as homogeneous as possible
(similar instructional needs) so he can differentiate his literacy instruction.

All four learners are native English speakers who have not previously been identified as having
learning difficulties. Fun fact: Jacob and Sarah are twins who have been in the same classroom since
preschool, by parent choice. Audrey is their first cousin!

Your Mission.
Analyze the Kindergarten test results in order to advise Mr. Jackson on his group composition.

Diacritical marks for copying/pasting:

ă ĕ ĭ ǒ ŭ ā ē ī ō ū ə

PART I: AUDREY’S DATA TABLE (5 points)

Complete the chart using Audrey’s LIT & CAP data. Be concise (use bullet points) while also providing
enough information to give Mr. Jackson a complete list of strengths and needs. Provide specific
examples from the data set to support your analysis. In the Needs column, stick to the facts without
making instructional suggestions. The fourth row is done for you as a model.

Please use quotation marks when referring to letter names and forward slashes when referring to letter
sounds. Include diacritical marks for schwa (ə) & vowels. Ex: The letter “o” makes the sound /ŏ/

Topic Score Areas of Strength Areas of Need


LIT/ Capital  
Letter
Names
LIT/  
Lowercase
Letter
Names
LIT/ Letter  
Sounds
CAP/ Print 12/15  Audrey knows that the print  Audrey may need support with
Concepts contains the message and that 1:1 matching, identifying
print proceeds from left to right punctuation marks (periods), and
with return sweep. She can consistently distinguishing
distinguish between first/last and between letters and words.
top/bottom. Audrey can identify a
question mark, a capital letter,
and the first/last letter of a word.

 Audrey is almost able to point 1:1


to the words when an adult reads
a simple page of text.

PART II: JACOB’S DATA TABLE (5 points)

Complete the chart using Jacob’s LIT & CAP data. Be concise while also providing enough information to
give Mr. Jackson a clear sense of his strengths and needs. The third row is done for you.

Topic Score Areas of Strength Areas of Need


LIT/ Capital  
Letter
Names
LIT/  
Lowercase
Letter
Names
LIT/ Letter 3/26  Jacob correctly produced one  Jacob needs support with all of
Sounds continuous letter sound: /s/. the remaining letter sounds,
starting with high-utility
 Jacob produced consonant stop consonant sounds such as /t/, /n/
sounds with schwa for the letters and /p/ and high-utility short
“b” & “j,” saying /bə-bə-/ and /jə- vowel sounds such as /ă/ and /ĭ/.
jə-/. Both letters are in his name.
 Jacob may have difficulty isolating
 Jacob gave the soft sound for “c,” phonemes (eliminating schwa).
saying /sə-sə-/. (Soft “c” is not
counted on this test.) This letter is
also in his name.
CAP/ Print  
Concepts

PART III: SARAH’S DATA TABLE (5 points)

Complete the chart using Sarah’s LIT & CAP data. Be concise while also providing enough information to
give Mr. Jackson a clear sense of her strengths and needs.

Topic Score Areas of Strength Areas of Need


LIT/ Capital  
Letter
Names
LIT/  
Lowercase
Letter
Names
LIT/ Letter  
Sounds
CAP/ Print  
Concepts

PART IV: TALIA’S DATA TABLE (5 points)

Complete the chart using Talia’s LIT & CAP data. Be concise while also providing enough information to
give Mr. Jackson a clear sense of her strengths and needs.

Topic Score Areas of Strength Areas of Need


LIT/ Capital  
Letter
Names
LIT/  
Lowercase
Letter
Names
LIT/ Letter  
Sounds
CAP/ Print  
Concepts

PART V: CONTENT STANDARDS (5 points)


Paste three Kindergarten Reading Foundations (RF) standards that are a good match for each test that
Mr. Jackson administered. Always include the code (e.g., K.RF.3a) when listing standards. The second
row is done for you. Do NOT choose K.RF.2 since these tests do not measure Phonological Awareness.

Letter 1
Identification 2 Demonstrate basic knowledge of one‐to‐one letter‐sound correspondence by
Test (LIT) producing the primary or most frequent sound(s) for each consonant and the five
major vowels. (K.RF.3a)
Concepts 1
about Print 2
(CAP)

PART VI: DISCUSSION (10 points)


Please respond to the following prompts in a short answer format.
1/ Based on these data, how would you rank order each student from most advanced to least
advanced? Support your response with specific test data. Ex: I ranked Maria first because... I ranked
Duante second because... [one paragraph]

Replace this text with your response. The text box will expand as you type.

2/ What advice would you offer to Mr. Jackson about adjusting his group composition? Support your
rationale with specific test data. Assume he has other children in his class with similar needs as all four of
these kiddos. Ex: I think Austin should be moved to a more advanced group because he is ready to work
on… I think Cheng and Tanya can remain in this group since they both need to work on… (3-4
paragraphs)

3/ Explain to Mr. Jackson why teaching one letter per week in Kindergarten is ineffective and suggest an
alternative. (one paragraph, with informal citation from assigned readings; e.g., Reutzel & Cooter, p. xx).

4/ Explain why Mr. Jackson should be careful not to append the schwa phoneme /ə/ to consonant
sounds during instruction. Ex: The letter “b” says /bə/. Consider how this habit could negatively impact
decoding (reading) and encoding (writing) for some children, keeping in mind that young children are
literal thinkers. You may need to make some inferences. (one paragraph)

PART VII: REFERENCES


List your references in alphabetical order by author last name. Do not worry about precise APA
formatting or hanging indent. Module presentations can be informal (Ex: PCC, EDC 272 M2 PPT).

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