Jane Doe's Phonological Awareness Assessment

Here’s What- The student I performed the teacher created Phonological Awareness Assessment on was a fourth-grade girl who can sometimes be hyper, but overall is well behaved and willing to learn. This student lives in a family that is below the poverty line, and recently transferred to the school, making this her third elementary school she has attended. For privacy purposes, we will call her Jane Doe. Though, during the time I have been in the classroom, Jane is well behaved and seems willing to learn, but her IEP states differently. Frim discussion with the teacher I learned that Jane has an OHI for defiant disorder. This defiance causes her to block the ability to be taught because she likes to defy what the teacher wants her to do, in this
Jane’s IEP refers to behavior management techniques, but at this point in time, there is no reference to her academics. However, her IEP is up for revision soon. I chose to assess Jane using the teacher created Phonological Awareness Assessment due to the fact that during both the DIEBALS Assessment and Fountas and Pinnell Assessment, Jane struggled with accuracy. She began saying words based upon their initial sound, but would not finish reading the word, and say an ending from a word she knew had the same initial sound. During the assessment, Jane successfully answered three out of three questions in the categories of: Sentence to Words; Rhyming; Blending; and Isolation (beginning). However, for the following categories Jane struggled and only answered one out of three questions correctly. These categories were: Words to Syllables; Isolation (ending); and Segmentation. The last category was Deletion. Jane did not answers any of the three questions
I would use this progression of instruction due to the reflection on the continuum of phonics development recommended in Tompkins (2013) textbook. Beginning with Syllabication I would work with Jane to clap out words based on their syllables. By clapping it will give Jane a kinesthetic activity to relate and help recognize how to break apart words. After Jane successfully is able to clap 4/5 given words, we will continue on in syllabication and Jane will work on marking syllables on paper, (i.e. pur/ple). After Jane can successfully break words into syllables on paper (4/5 trials) we will then begin to work on isolating ending sounds of words. To do this, we will begin with reviewing isolating the beginning sounds of words. This will help Jane relate the two topic and recognize that she has a strength in isolating beginning sounds and have more confidence in her ability to isolate ending sounds. Once the review has taken place, Jane will work on isolating the ending sounds in one syllable words with the CVC pattern. We will do this using colored chips without letter names labeled, since Jane is older, having the letter names may enable her to just say phoneme based upon setting the letter. After Jane is successfully able to isolate the ending sound in one syllable words, we will move on to isolating