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Running head: Education 1
Running head: Education 2
The learning objective was that students become independent readers and improve their
phonemic and phonic awareness.
The pre-assessments test involved giving students a few words in big colorful books to read out
loud.
After the students read their words out loud I should tally their responses and note those who
read right and those who had difficulty reading.
I should then use the results to show growth and areas that needed attention. Individual students
strengths and areas that need attention should also be noted.
This activity was appropriate for the students; it gave me the ability to observe each
student to see where they are struggling so as to differentiate my instruction for each student
according to their needs. This enabled me to be able to meet the objectives for the pre-
assessment since the students were able to improve their individual reading skills (Weisenfeld,
2020). The data from my pre assessment showed that the students I am working with are
struggling with the vowel sounds more than the simple background image blends. With the
group of 5 students, 3 of them cannot place the words under the correct vowel sounds at all, 2 of
them struggle with a and e. Of the 5 students 4 of them got the simple blends correct and 1
student struggled with sp blend. After direct instruction of strategies such as chunking, floppy
dolphins and stretchy snake the students seemed to grasp the concept of decoding CVC words by
putting the 30 words given to them in the correct location 80% of the time. In the post
assessment of the 5 students 3 of them were able to decode CVC words correctly by using the
strategies taught and all 5 were able to master the simple blends. This data represents the work in
the instruction time and the students ability to listen and grasp the strategies to help decode
words.
Running head: Education 3
Running head: Education 4
Spelling mist…: pre-assessmen… reassessments
Student: Submitted to Grand Canyon University
Redundant phrase: so as to to
Spelling mistake: pre are
Spelling mistake: Weisenfeld Seinfeld
Student: Submitted to Grand Canyon University
Spelling mistake: pre are
Spelling mistake: sp Sp
Spelling mista…: pre-assessmen reassessment
Spelling mistake: Rahmawati
Grammatical problem: missing ‘to…: journey
Education
Institution
Student name:
Date:
The activity gave the students lots of practice at decoding words and looking at the
strategies to see which one would help them the best. The students seemed to like this activity
and worked really hard at putting it in the correct location. Once they knew that there were
pictures on the back though, that is where they went first before trying to sound out the word
using just the letters. There was need to create a different system to show them the correct
location. I would revise this activity to better assess the students reading skills by having a
separating the sheet of paper that has the picture from the words for them to check their locations
and then collect and have them try it again. Then after the activity is complete as a whole group,
I would like to test their skills by saying CVC words and having them come up to the smart
board and moving the word to the correct location on the chart. My findings will inform my
future professional practice by first influencing me to carry out more pre-assessment tests since
they have proved to be effective in learning ones students (Rahmawati, 2019). I will also make
sure to focus on students individually since every students learning journey has proved to be
unique.
References
Weisenfeld, G. G., Hodges, K., & Garver, K. (2020). Kindergarten Assessments (KEAs) within a K-2
Assessment System. Policy Brief. National Institute for Early Education Research.
Rahmawati, R., Lestari, F., & Umam, R. (2019). Analysis of the Effectiveness of Learning in the Use of
Learning Modules Against Student Learning Outcomes. Desimal: Jurnal Matematika, 2(3), 233-240.
Nuguette Jeune
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