Lesson 3.2: Phoneme Awareness
Focus: Read about and learn the procedures for administering the Phoneme Awareness assessment.
Prior to the Collaboration Group Meeting
1. Reflection Journal
Write in your reflection journal prior to the Collaboration Group meeting. You are to respond weekly in your journal, reflecting on your learning, observation, questions, and personal connections. Your reflections need to be at least 250 words. You may choose how to format your journal, though you may want to consider the following as you write:
- What are some new understandings you made this week as a result of the work for this lesson and your work with your students?
- How has this new understanding influenced your current practice?
Bring your reflection journal to the weekly Collaboration Group meeting, and prepare to share your entries.
2. Classroom Application
- Read pages 1-10 in the book Put Reading First. Jot down notes and questions as you read.
- Read Phoneme Awareness (pp. 28-31) in Taking a Reading. Make copies of the teacher recording sheet on page 32 so that you have one for each student.
- Carefully read the instructions for each of the Phoneme Awareness assessment subtasks. The scripted directions ask for specific item knowledge so be sure you know what you are asking before administering each task. It would be helpful to practice on a familiar child before administering at the school. For those entities that have kindergarten, administer this assessment mid-year. For local language assessments, contact askprel@prel.org.
- Administer the Phoneme Awareness assessment to your three target students. This can be time-consuming if your instructions are unclear to the child. Follow the scripted words on the teacher direction sheet exactly. If you have to repeat the direction more than three times, it will probably be best to move to the next item. After doing several assessments, you will be able to judge how much wait-time to give the students.
3. Guided Questions
Once you have information on your students, analyze and summarize your findings in at least 250 words. You will email this writing to your instructor after you have shared it with the Collaboration Group. Here are some questions to guide you:
- What did students do well in?
- What are areas of need?
- What could you say overall about the students you assessed?
- What are some possibilities for teaching that you could do in order to help those students who need work in this area?
During the Collaboration Group Meeting
- Share your reflection journal entries.
- Discuss with the group your learning, findings, and personal connection regarding this assessment.
- Brainstorm possible instructional next steps for students.
- This is also an opportunity to help each other understand collectively the need for this assessment, where it is appropriate to the local language, and where there are language issues that impact results.
- Determine the facilitator, recorder, timekeeper, date, time, and location for the next Collaboration Group meeting.
After the Collaboration Group Meeting
- Email your Phoneme Awareness Assessment Summary to the instructor. Send your assignment(s) to the instructor as an attachment to an email message. Be sure to include your name, date, location, and title on the document. Also, include your name and lesson title in the file name, for example, moses_phoneme_assessment.
- The recorder emails the notes to the instructor.
- The timekeeper emails the attendance to the instructor.
|
