Phonemic Awareness Assessment
Justin: A second grade student
1. Based on what you have read of the assessment data and descriptions, what stage of word identification would you place Justin? Based on the assessment data and descriptions, I would place Justin at the Alphabet Stage. Justin is attempting to match letters and sounds, however he has many weaknesses in the area of phonemic awareness. When considering the Phonemic Awareness assessment he did master pairing rhyme words but did not master generating rhymes. It was difficult for Justin to manipulate middle and ending sounds and struggled with isolating ending sounds. 2. Based on what you read, where would you place Justin for an instructional level? Can you identify an independent level for him? I would
consider Justin to be at an instructional level in Pre-primer, Primer, and First grade texts. It appears Justin has developed print awareness and is in the early stages of an emergent reader. He is able to read some words according to his assessment. Justin identified most onsets, however he struggled with middle and ending sounds. Justin’s sight vocabulary is also limited and he needs to develop his automaticity of sight words. Thus, indicating his reading skills are indicative of an emergent reader. Pre-primer through first grade instructional level with emphasis on rhyme, same letter-sound patterns and basic sight words because when considering the word recognition assessment he was instructional at the Pre-Primer l level and reached the frustration level at Pre-Prime 2/3. Justin appears to Below Pre-Primer level, the level below Justin’s instructional level.
3. Staying with the content of Chapter 4 (Caldwell and Leslie), what further assessments of phonological awareness would you recommend for Justin? The assessment I would recommend for further assessment would include assessing Justin’s knowledge of rhyming words utilizing the same-different task. Assessing Rhyme Production to determine if Justin understands rhyme, which is a critical in a child’s ability to recognize rhymes/ rimes. Justin struggles with middle and ending sounds. I would use the QRI-5 to develop my assessments as suggested by Caldwell and Leslie.
4. Staying with the content of Chapter4 (Caldwell and Leslie), what instruction in phonological awareness would you recommend for Justin? I would recommend rhyme, spelling patterns, onset-rime, and phonemic awareness. The instruction should include sound isolation tasks to ensure Justin has the opportunities to produce the first, second, and last sounds in words. Justin needs phoneme segmentation instruction that focuses on individual sounds to make the connection between phonemes and letters.
5. What activities would you include to ensure a balance in the intervention sessions for Justin?
1. Connecting letters and sounds-writing activities “Share the Pen”
2. Sound isolation – Phonemic segmentation (beginning, middle, and end)
3. Sorting task with same ending sound
4. Counting task
5. Say It, Move It task
6. Word Building (Elkonin Boxes)
7. Provide many examples of chants and songs, rhymes, and games to develop language and work on specific sounds.
8. Scaffolding the instruction: the teacher may need to provide the different parts of the word.
1. Based on what you have read of the assessment data and descriptions, what stage of word identification would you place Justin? Based on the assessment data and descriptions, I would place Justin at the Alphabet Stage. Justin is attempting to match letters and sounds, however he has many weaknesses in the area of phonemic awareness. When considering the Phonemic Awareness assessment he did master pairing rhyme words but did not master generating rhymes. It was difficult for Justin to manipulate middle and ending sounds and struggled with isolating ending sounds. 2. Based on what you read, where would you place Justin for an instructional level? Can you identify an independent level for him? I would
consider Justin to be at an instructional level in Pre-primer, Primer, and First grade texts. It appears Justin has developed print awareness and is in the early stages of an emergent reader. He is able to read some words according to his assessment. Justin identified most onsets, however he struggled with middle and ending sounds. Justin’s sight vocabulary is also limited and he needs to develop his automaticity of sight words. Thus, indicating his reading skills are indicative of an emergent reader. Pre-primer through first grade instructional level with emphasis on rhyme, same letter-sound patterns and basic sight words because when considering the word recognition assessment he was instructional at the Pre-Primer l level and reached the frustration level at Pre-Prime 2/3. Justin appears to Below Pre-Primer level, the level below Justin’s instructional level.
3. Staying with the content of Chapter 4 (Caldwell and Leslie), what further assessments of phonological awareness would you recommend for Justin? The assessment I would recommend for further assessment would include assessing Justin’s knowledge of rhyming words utilizing the same-different task. Assessing Rhyme Production to determine if Justin understands rhyme, which is a critical in a child’s ability to recognize rhymes/ rimes. Justin struggles with middle and ending sounds. I would use the QRI-5 to develop my assessments as suggested by Caldwell and Leslie.
4. Staying with the content of Chapter4 (Caldwell and Leslie), what instruction in phonological awareness would you recommend for Justin? I would recommend rhyme, spelling patterns, onset-rime, and phonemic awareness. The instruction should include sound isolation tasks to ensure Justin has the opportunities to produce the first, second, and last sounds in words. Justin needs phoneme segmentation instruction that focuses on individual sounds to make the connection between phonemes and letters.
5. What activities would you include to ensure a balance in the intervention sessions for Justin?
1. Connecting letters and sounds-writing activities “Share the Pen”
2. Sound isolation – Phonemic segmentation (beginning, middle, and end)
3. Sorting task with same ending sound
4. Counting task
5. Say It, Move It task
6. Word Building (Elkonin Boxes)
7. Provide many examples of chants and songs, rhymes, and games to develop language and work on specific sounds.
8. Scaffolding the instruction: the teacher may need to provide the different parts of the word.