For my assessment, I picked a student who participates in Title I instruction named Nyrie who is currently in the 2nd grade. Though she is in the second grade she falls below 2nd grade level is on track for 1st grade level. She is very shy, but she is eager to learn and practice.
Phonetic Awareness
For phonetic awareness practice, I utilized an assessment that was in the phonetic module. Below you will find the steps that were taken for the review. Nyrie did pretty well, with the exception of identifying all the punctuations in a passage about Marsupials that she was provided. I think she was a bit eager to do well and simply skipped over a few items.
Phonological Awareness
In addition, during our conversation about the book, I was able to ask Nyrie key questions during the passage after we read certain sentences. I selected some sentences and asked her to identify syllables and highlighted key words to practice segmented syllables.
Phonics
After reading the passage, we had some match flash cards that coincided with some of the words in the passage. We worked on phonics by having her spell out some words and breaking down words based on the sound and visual aspects. She struggled with a few words but we were able to sound out the words one by one and go over the sound.
Fluency
During the reading of the passage, Nyrie was tasked to read aloud and practice her fluency through guided reading aloud. By reading the passage twice, this gave Nyrie an opportunity to focus on practicing her fluency and word awareness through repeated reading.
When working on developing activities, many assignments go hand in hand when working on all the components of reading. I found that many of the tasks that we do during reading with students tackle each particular area while developing a healthy and productive reading program.
Phonetic Awareness
For phonetic awareness practice, I utilized an assessment that was in the phonetic module. Below you will find the steps that were taken for the review. Nyrie did pretty well, with the exception of identifying all the punctuations in a passage about Marsupials that she was provided. I think she was a bit eager to do well and simply skipped over a few items.
Phonological Awareness
In addition, during our conversation about the book, I was able to ask Nyrie key questions during the passage after we read certain sentences. I selected some sentences and asked her to identify syllables and highlighted key words to practice segmented syllables.
Phonics
After reading the passage, we had some match flash cards that coincided with some of the words in the passage. We worked on phonics by having her spell out some words and breaking down words based on the sound and visual aspects. She struggled with a few words but we were able to sound out the words one by one and go over the sound.
Fluency
During the reading of the passage, Nyrie was tasked to read aloud and practice her fluency through guided reading aloud. By reading the passage twice, this gave Nyrie an opportunity to focus on practicing her fluency and word awareness through repeated reading.
When working on developing activities, many assignments go hand in hand when working on all the components of reading. I found that many of the tasks that we do during reading with students tackle each particular area while developing a healthy and productive reading program.
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