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A class of kindergartners were per-assessed based on their phonological…
A class of kindergartners were per-assessed based on their phonological and phonemic awareness. This is to determine if students recognize that letters represents sound.
the 12 students who have some knowledge about the topic as shown in their score, but need to develop higher order thinking skills
Differentiation Strategies: With this group, it is important to repeat instructions and consistently practice the skills so students have a deeper understanding of the lesson.
Build on student existing knowledge and don't fixate on new material, especially if it is causing the student to stress. Skip challenging words and sections of text.
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Use Flash cards and give students options to choose from. They can have three different picture of animals they know and pick out the animal that begins with the letter asked by the teacher. Students will rely heavily on context, pictures and guessing.
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Introduce a whole bunch of meaningless words that don't make sense and see if students can recognize them. The goal is for the students to recognize the sounds and not necessarily understand the word. Don't monitor their reading to confirm what makes sense
Assessments
Keep track of all the skills they are learning and adapting. If students are achieving higher scores after 6 months move them to the more advanced group or assign them to learning support
I can show students flash cards with objects they recognize and expect them to know the beginning sound. I will assess them based on their articulation and ability to recognize the sound. Sometimes I will ask them to identify the end sound. The flash cards will also include blending sounds and rhyming words. Students are required to be able to say the blending word properly and be able to understand that words rhyme.
5 students who answered most, including the most difficult, of the pre-assessment questions correctly
Differentiation Strategies: Since this group already acquires the basic skills of phonemic and phonological awareness, I will introduce more complicated concepts to strengthen their existing one.
Students will be given all the vowels in cut out paper. They have to hear a word and quickly pick out the beginning or ending sound of the word. The idea is to develop rapid and automatic sound processing of words.
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Students can highlight the assigned sound on long words provided by the teacher. If they are given the word "bubble", they would have to highlight all the "b" sounds. Students are expected to identify known letters in unknown words.
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I will give them flash cards with a picture on one side and the beginning letter on the other. The students will have to see the letter then confirm using the picture if they have the right sound. In this was, students are using context to confirm pronunciation.
Assessments:
The key point here is to look out for consistency. I will track the students progress and see if it is consistent. Students sometimes perform very well even with a lack of basic knowledge. In that case, the student might not perform as well in second activity. This is why it is important to assess students on the same topic in various ways and expect the same result. This assessment will further determine if the student is going to continue with this group or join the developing group.
I can sit with students one on one during reading time and assess them based on their ability to recognize sounds, rhyme recognition, onset fluency and blending sounds. I can maintain a check list for each student to track progress and identify further the level of each student
the 5 students who appear to have limited knowledge about the topic, of which 3 are struggling with language and are at different reading levels and 2 students who have little to no comprehension of the the topic and need to be tested further for special need
Differentiation Strategies: The goal here is to start from scratch and help students acquire basic phonemic and phonological awareness.
Teach students how to break down words into syllables by clapping and counting them. Counting Syllables is a pre reading skills students should acquire
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Give students cut out of sounds and pictures. By seeing the pictures they need to determine which sounds are involved.
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The first step would be to sing the letter songs so students are familiar with the sounds then introduce the letter. Dedicate a few days per letter and use multi-sensory activities to learn all about each letter. Ensure letter-sound correspondence
Assessment
I will group the learning support students together and the ELL students together. Depending on the learning difficulties each group is facing, I will not only differentiate my lesson instructions but also my assessments. I can conduct various verbal assessments to help the students perfect their pronunciations and keep a track of each level of phonemic awareness they reach.
I can conduct verbal assessments where students are required to successfully repeat what the teacher is saying. Since we are trying to work with phonological and phonemic awareness, I want to ensure that all students have proper oral articulation. I will note down the difficulties students are facing with speaking in terms of whether they are being able to roll their "R's" and hear a distinct difference between "D" and "T" sounds. I will note them down work on those sounds further with the students.