Case Study: After Assessing Eduardo's Native Language

A Sound Beginning is an assessment of phonological awareness at four different levels: Word Level, Syllable Level, Onset-Rime Level, and Phoneme Level. Phonological awareness is the manipulation of sounds in spoken language and is an important building block for reading. The assessment is administered orally that would include the student tapping, deleting, segmenting, and blending different sounds. Felipe’s score for each level is as follows:

There are both positive and negative aspects of learning a language, but people are likely to equalize two sides and try not to lose the relationships with their family and the society. Amy Tan, in “Mother Tongue” and Richard Rodriguez in “Aria: A Memoir of a Bilingual Childhood” explain how they viewed their private and public languages through their experiences and how they managed these two languages and established themselves in the society. Tan initially felt ashamed of her private language and favored the public language; however, in the end she showed that she could manage the balance between the languages and finally utilized both in public. On the other hand, Rodriguez preferred his private language which made him feel comfortable;

In this quantitative action research intervention study, a non-probability convenience sampling was selected from the existing kindergarten class in the QSI Sarajevo school. During the six week intervention plan, students were taught letter sound-symbol relationships were taught with kinesthetic hand movements to teach phonemic acquisition. Rigby Literacy's Phonemic Awareness Skills Test was administered prior to the initial observation phase, at the end of the first instruction period before starting the intervention, and at the end of the experimental classroom approach to phonemic awareness. This evaluation tool was used in conjunction with observations and student samples to determine phonemic awareness improvements. These assessment tools will help determine if the student has mastered the basic skills to produce CVC words/pseudo words. A likert scale test was also used to compare the students’ attitude towards learning of the sample before and

Language can be a door to a new world for most people. It can help the person get that higher ranking position in the office or stand out to a company during an interview. For others, it may be a door that gets slammed in their face. This could be losing connection with your family or many other scenarios. The text, Amy Tan’s “Mother Tongue” is about Amy’s life growing up with her “perfect English” and her mother’s “broken English”. Her mother is a very intelligent woman, but struggles with her English and has a hard time communicating with others. Amy is often used as her mother’s translator to help get her point across. The other text, Richard Rodriguez’s “Public and Private Language” is about Richard’s life growing up as a Spanish boy with a Spanish family in America. His teachers and peers cannot understand his Spanish so the Nuns come to his house and tell his parents to practice English for the children so they can strive in their academics. This soon tears Richard’s family apart from what use to be a happy, talkative family to a few words and alone. These two texts clearly show that language is a door is Amy Tan’s “Mother Tongue” and Richard Rodriguez’s “Public and Private Language”.

Many people immigrate to the United States from different countries to begin a better life. Once in the American territory, the first step for success is to learn the English language. Richard Rodriguez, the writer of "Aria: A Memoir of a Bilingual Childhood" describes the language decisions he faced as a child: "Outside the house was public society; inside the house was private" (16). The English language is the primary language in the United States, and it must be learned to be able to communicate with the public world. The language that we speak at home is considered to be private because it is only used in the presence of the people we feel comfortable with, our family. Families immigrate to

This is standard in schools, and should have already been triggered in Miguel’s case. The first tier is best practices in the classroom. Clearly, Miguel has not shown adequate progress in response to the classroom practices. The second Tier is for those who have failed to meet appropriate benchmarks and are at risk of failing. This tier usually utilizes smaller groups than whole class and utilizes an evidence based program for instruction based on foundational skills. Tier 3 is the most intense level of intervention, designed for those who have not responded successfully to Tier 1 or 2 intervention, and often are at high risk of failing. Tier 3 uses small groups (3-5 students) or one-on-one intervention. It is this author’s belief that, from reading the case study, Miguel should already be in a Tier 3 intervention. The authors believe that Miguel should be in the Tier 3, because he is still struggling with phonemic awareness under interventions 1 and 2. According Algozzine, Obiakor, Nelson, and Bakken (n.d.) “phonemic awareness is the sill of using the individual sounds in spoken language” (p.3). However, if students fail to respond to Tier 3, they are referred for SPED

Phonemic awareness is a vital role in literacy instruction. Many schools and districts adopt a commercially published basal reading program and it becomes the cornerstone of their instruction ( (David Chard, n.d.). We also know that through investigation and research it has shown us that word-recognition instruction and instruction in oral language skills related to word recognition were inadequately represented. (David Chard, n.d.) The same researchers have found that the reading passages that students are reading didn’t relate to the words they were learning. In order for students to read at grade level or above a supplemental program should be implemented. I have found that at my school we are lacking a phonics program that will reach different students abilities and make them successful in reading. My goal for this paper is to show my district that using a supplemental phonics program aside from our basal phonics program will prove beneficial to strategic readers who fall below grade level.

The Data that has been collected, read, and analysis was to determine Miguel’s strengths and challenges (weaknesses). According to Miguel’s Data his strengths are Phonemic Awareness, Phonics, and Vocabulary. In the phonemic awareness: The student is scoring very well in phonemic awareness/oral language. He was able to get 10 out of 10 in sounding out words. He was also able to

There are many components to building a student’s reading skill set. One skill that is introduced in preschool and developed through the primary grades is phonemic awareness. The term phonemic awareness is defined as the ability to hear, identify, and manipulate phonemes – individual sounds. The child becomes aware of how sounds are connected to words prior to reading. This awareness creates the understanding of how phonemes explains how the smallest part of sound creates a difference in sound to the meaning of a word. Therefore, the ability to dismantle words, and reassemble them, and then to alter the word into something different explains the concept behind phonemic awareness. It is the primary foundation in which other reading skill sets are according based.

The contrasting perspectives of the two passages, “CliffsTestPrep” by Jerry Bobrow (2006) and “The Place of Phonics in Learning to Read and Write” by Marie Emmitt (2013), address the issue of the importance of phonemic awareness in reading and writing scores. Bobrow believes that phonemic awareness is important to understand since it affects reading scores. Emmitt however, argues that there is no evidence that phonemic awareness has a major impact on reading achievement.

***These three improvement ideas on building Andy’s phonemic awareness skills are going to allow him to hear how each letter and word is pronounced. These three techniques also allow Andy to hear how others pronounce letters and words. The more he hears, the better he will he hear and speak.

Hispanic ELLs students will be tested on their reading and on phonemics. The teacher will give the test to students individually because the teacher needs to hear the student read. The student will be given a book based on their reading level. The book will contain a picture and small amount of words. The picture is a way for students to make connections with the words, but there will be times where the student will not able to make the connections. Pictures are a visual for students so they could associate vocabulary words (Vacca-Ricopoulos & Nicoletti, 2009, p. 70). Once the student starts to read the book the teacher will use a timer to determine how long it took the student to read the book. Once the reading part is over, the teacher will ask the students questions regarding the book. The teacher will have a graded formatted sheet and that sheet will contain information based on the student’s reading capacity and understanding of the book.

At home, I first spoke Spanish. My parents came from Mexico to Turlock, California in the 90's and could not speak English sufficiently. Before I was born, the majority of my family were born in Jalisco, Mexico. As a child, my parents taught me how to speak Spanish and I learned English from a tutor who came to my house to teach basic phrases and writing in Spanish and English. This way, I could be fluent with both. I am grateful that my parents assigned me to the program, which prepared me for elementary school. For this reason, I still suspect that without that program I could not be in Honors and AP classes that I have today. What additionally motivates me to speak Spanish efficiently is that I have been able to assist others by translating, and the skill teaches me further of another culture. When I am in Mexico, I feel comfortable and I enjoy speaking Spanish in stores and in the plazas around the towns. Not only that, but I love being able to talk to family fluently. Overall, speaking Spanish feels important to me in order to be closer to my family and the culture.

Furthermore, sometimes educators may be challenged in recognizing the strengths and weaknesses of Latino English language learner student’s due to a lack of relationship between them. As stated by Campos et al (2011) that “collaboration with parents comes easy when they know you are genuinely interested in being a part of their community” (p. 102). For example, educators need to find ways to show their students and parents that they care about them outside of the school. Campos et al suggested two organizations and programs that are designed to promote student and family learning, specifically Latino English language learner. They are as following:

Rolando talks about how hard to be the second language speaker and how hard to learn thing new for you.It ture because I know what Rolando talking about because same thing happened to me.when I come to United state I was 14 years old and the beginning to learn English in I camino Fundamental High school.also Rolando come to United state and he was study high school.In second paragraph Rolando saying “comparable examples are the ladies at the cafeteria telling me about the menu,while speaking at an incredible speed. That always happen to me when I went with my parents to the doctor, the doctor start to takes with me me and most of the doctor used a hard word to understand for new person how learn English,but I try very hard to understand