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Lesson 3.4: Phonics Inventory

Focus: Read about phonics and learn the procedures for administering the Phonics Inventory 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 the book Put Reading First (pp. 11-19), which gives in-depth information on phonics.
    • Carefully read the instructions for administering the Phonics Inventory Assessment Tool No. 10 (pp. 66-71 in Taking a Reading). You may want to refer to the glossary for any unfamiliar terms. The teacher instructions are on pages 66-68 of the book Taking a Reading. IMPORTANT: Omit item 1, Alphabet Names. This information was assessed in the previous lesson. There is no need to reassess; you will assess using items 2-17. You will need to make copies of the Teacher Recording Sheet on page 69 for use with your students.
    • Assess three or more students using the Phonics Inventory. The students’ copy can be found in Taking a Reading on page 70. Since this assessment has not been translated into the local language, you will need to find students who have some English proficiency so directions and instructions are easily understood. This is also dependent on the language policy of your entity. You might want to try this assessment with older students.

3. Guided Questions

Analyze the information you collected from the students and write a summary of your findings, using the following guiding questions. Look for patterns of responses.

    • What strengths do you notice?
    • What are some areas of need?
    • What would you do in the classroom to ensure phonics is learned?

During the Collaboration Group Meeting

  1. Share your reflection journal entries.
  2. Summarize and bring to the meeting all pertinent information from the Phonics Inventory Teacher Recording Sheet (p. 69 in Taking a Reading).
  3. Discuss the information you collected on the students.
  4. As a group, decide what some next steps in the classroom would be in order to teach phonics more effectively.
  5. Determine the facilitator, recorder, timekeeper, date, time, and location for the next Collaboration Group meeting.

After the Collaboration Group Meeting

  1. Email your Phonics Inventory 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_phonics_assessment.
  2. The recorder emails the notes to the instructor.
  3. The timekeeper emails the attendance to the instructor.