Purpose: The purpose of this assignment is to learn and practice how to use informal assessments to guide planning for meaningful instruction. The errors that students commit provide valuable information to guide instruction. You will synthesize your previous learnings and apply this information to your student’s data. This is a critical skill for a structured literacy educator and you will develop this skill using varied information.
Description: You are asked to administer two informal assessments to your student as well as a phonics inventory. You will then analyze the student’s errors to ascertain what phonemic, orthographic, and/or morphological errors the student requires explicit instruction in.
Use the attached template to complete the assignment (see attached assignment). Here is an exemplar paper (see attached assignment example from a previous semester in which the phonics and spelling analyses were two separate assignments.
Be sure that you have viewed the powerpoint (see attached)
Case Study
Download and print the Core Phonics Inventory (see attached). Watch these videos to determine if the student correctly answered the prompts by watching these two videos.
The first video is https://www.youtube.com/watch?v=b9A3Rv5Isa8.
The Second video includes https://www.youtube.com/watch?v=BeJsyy0Adac.
As additional support, you can use the Core Phonics Assessment (see attached) to analyze the student’s errors from the Core Phonics Assessment which lists the errors in IPA notation.
Narrative Analysis (About 2 pages): Using references from course and or external literature, demonstrate your mastery of course content and readings by discussing the following:
Where you believe where the student is operating within Ehri’s framework
Where you believe the student is operating within the phonological hierarchy (Phonological Awareness, Basic Phonemic Awareness, Compound phonemic awareness). Reference your students data from the PAST assessment here as well.
Where within a systematic phonics scope and sequence the student is operating in (Appendix A from Moats; Any systematic scope and sequence you have access to e.g. Wilson Reading; Orton Gillingham; etc.
Specify what you would prioritize for instruction and give provide a description of an explicit and direct instructional activity with 10 phoneme and/or grapheme targets to be included in the explicit instruction activity
The Appendices in this Parker Phonics Free Download may be useful to select appropriate words
