1. Describe the key differences between assessing for phonological awareness and assessing for phonics skills?
2. Why is assessing a student’s phonics skills “in context” and “out of context” important?
Due on Aug 27, 2024 11:59 PM
Example:
Charles Core Phonics Surveys
With regard to word recognition and reading common phonics patterns, Charles demonstrated that he can read letter names, consonant sounds, long vowel sounds, short vowel sounds, and long vowel spellings. Charles also had areas that he needs to review. Specifically, the areas of short vowels in CVC words, digraphs, trigraphs, R-controlled vowels, and variant vowels. The areas that Charles needs explicit and systematic instruction are consonant blends with short vowels and low- frequency vowel and consonant spellings.
Consonant blends with short vowels: words such as plan, silk, held
Low-frequency vowel and consonant spellings: words such as kneel, type, sweat, gnat, sigh
PART 2
See attached Document Complete the skills to review and skills to teach section
PART 3
Think back to times you may have struggled with what an adult was trying to teach you. Write a brief letter or poem to adults with all the things you already knew from your own cultural experiences as a child.
PART 4
Instructions
Deep-dive into at least 3 resources from the module (i.e. 1 article, 1 video, 1 link) and respond to the four reflection questions in the Microsoft Word document. Refer to the resources that shaped your perspective in your reflection.
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