Academic Performance Levels Of Students

Next, I observed the standards, differentiated instruction, and the phonemic and phonics lessons in the class. The essential questions and standards are listed in the front of the classroom but are never referred to. I think that differentiation is a big part of this class, especially because of the number of students with individualized education plans. During lessons, the entire class will meet around the rug for instructions and introductions. After the class is given instructions, most students will work independently and there will be one or two groups that work with Ms. Dunlap or her teacher’s aide for guided practice. The majority of the lessons include hands-on activities, such as cutting examples of noun and verbs out of a magazine, using blocks to measure student’s heights, and songs that emphasize parts of speech. While I observed I also saw some phonemic awareness lessons. These are lessons that focus on individual sounds of letters and the structure of the words and letters. I think that this class had a wide variety of reading levels. Some students did very well, but others could not write their names yet. The class met on the rug for phonemic lessons, and Ms. Dunlap would use a book that had tons of activities. The book includes different activities that make students find the sounds in words, substitute sounds to make new words, blend sounds to form words, and to take apart words to find the sounds. Ms. Dunlap

Knowledge of onset and rime allows students to read unknown words based on existing word knowledge and the ability to build word families (Pinnell & Fountas, 1998, p. 236) based on rime sounds. The introduction of phonemes during phonological awareness occurs in the last level, where explicit instruction is used to teach students how to detect, segment, count, blend and manipulate separate phonemes (Yopp & Yopp, 2009, p. 3). Strategies to support phonological awareness includes counting and clapping out both sentences and syllables, rhyme riddles, guess which object (Yopp & Yopp, 2009, p. 8), segmenting words requiring students to blend back together and instruction of rhyme identification (Fellows & Oakley, 2010, p. 190). Rhyme identification can be explored through song and nursery rhymes, grouping words according to onset and rime (McDevitt & Ormrod, 2004, p. 331), rhyming games such as roll a rhyme (Fellows & Oakley, 2010, p. 190) and cumulative reading texts. Children not exposed to different forms of rhyming within the home environment will need explicit instruction in how to determine what a rhyming word and what it is. As the concept of rhyme is normally introduced before developing reading ability, students struggling with identifying sounds may benefit from picture cards to introduce the concept, allowing them to group and identify rime

The observation began with a review of what phonological awareness means. According to Chard, D.J. & Dickson, S.V. (2018), it is being aware of the fact that oral language is made up of many smaller units, such as words and syllables. In order to be successful at reading and writing language, an individual must develop skills in phonological awareness. Teaching students to rhyme is very important also because it is one of the ways students show that they have an awareness of phonological awareness. An example of rhyming is when a word is broken down by a single letter or combination of letter sounds such as the word chop would be broken into the onset: ch and rime: op. Students must

The Texas Academic Performance Reports is a detailed report of a district’s academic performance, financial information, and data reports as long as information about staff programs and demographics. Although the final and official ratings have not been released, a preliminary analysis for 2016 was available for review. From the results collected, I was able to create a detailed data analysis and summary over Channelview ISD’s STAAR/EOC scores for 2016 at all grade levels.

This book is not only a rhyming book, it could be used for multiple lessons such as math, social emotion, music, and introduction to poems in Pre-k thru 1st. It’s fun, entertaining, and the art work is done as if a student created it. I believe that the sing-a-long

I will write on the whiteboard a list of the word that should be rhyming from the reading, and encouraging them to find them in the reading.

Due to concerns regarding T’Niq not having his glasses during the administration of the WISC-, he was administered the CTONI-2 to obtain a measure of his general intelligence utilizing a nonverbal format. T’Niq obtained a full-scale IQ score of 79 on the CTONI-2 which falls at the 8th percentile, indicating that he scored at or above 8 percent of his peers. This score falls within the poor range. T’Niq’s score of 79 on the CTONI-2 is consistent with his score of 73 on the WISC-IV administered at age 9.

Three possible instructional implications that Ms. King and/or Mr. Baker could implement to further build Andy’s phonics capabilities to greater heights throughout the school day could be too:

We will assess this skill using The Phonological Awareness Profile by Robertson and Salter, a criterion-referenced assessment (1995). Criterion-referenced assessments are not used to compare students’ performance with each other, but rather to evaluate the student’s mastery in a specified subject. Such tests are designed to provide information for instruction as well. Only the phonological awareness subtest will be administered to Chloe. This subtest has the following tasks: rhyming, segmentation, isolation, deletion, substitution, and blending. The tasks are composed of the following:

As you stated, phonemic awareness is very important to a child's later achievement in reading and also spelling. Rhyming and poetry are great ways in promoting phonemic awareness. In my post, I also mentioned a similar activity, and I think rhyming is very effective when working with children which is why many class incorporate these types of activities in their classroom. Great

There are plenty of fun activities to do with children when trying to enhance their phonological awareness. Activities that involve using rhyming words, jingles, poems, and syllabus in particular can be very helpful when helping children enhance their phonological awareness.

In Chapter 8 in The Best Practices in literacy Instruction, Gambrell expresses the role of Phonemic awareness, syllabic decoding, and developing strategies. Although there is not a best way to teach decoding to students, there’s a need to develop and strength their ability to decode and to teach phonics. She provides excellent examples of ways to teach rhyming (page 174) and phonic awareness (page 175). Phonics plays a vital role in the academic success of all students.

Rhyming: the ability to recognize rhyming and alliterations. Reading nursery rhymes can help young children recognize rhymes; playing alliteration games can help facilitate understanding, creating poems using rhyming, listening to silly songs with alliteration, playing the odd man out game.

The assessment is used to identify the various skill levels of learners. There are four levels of expected growth chosen to meet the objectives. Each level has a set of criteria and standards linked to learning objectives and a scoring system to align it. In the above table, being able to identify two rhyming words in 3 out of 5 sentences assesses the success of rhyming in a sentence and gives the learner the highest score of 4. For a learner who is able to identify 6 rhyming pairs, produce 6 ending sounds gets a score of 3. A learner who is able to recognize 6 rhyming pairs is given a

Academic success could never be fully measured by degrees alone, but it can include a person’s well-being as well as their mind and certain characteristics about a person that make them unique. This success can be achieved in different ways by these different people with different strengths, but there is the same ultimate goal in sight of each and every student enrolled in college at some point. However, this goal of being successful in not only school but in life, can sometimes turn out to be the opposite of how we plan. Of course, a student can achieve success by earning degrees and still fail in life. Academic success can also be a huge constituent to a students vocational calling in college as young students make a transition into adulthood.