Week 7 Assignment # 5

This week I was able to sit with two different 2^nd grade students from the class that I am observing. I was unable to work with just one student because of timing.

Print Awareness:

I followed along with the assignment that was posted on the ReadingRockets website, with a few minor adjustments, particularly the vocabulary, because of the time constraints. We used a book that was suggested by the classroom teacher. North Country Night, by Daniel San Souci

Student 1 was able to:

1.     Tell me what an author and illustrator does

2.     She knew how to read the story; start with cover, left to right, ending with the back of the book

3.     She was able to identify all aspects of the book; but struggled to remember that the name of the book was called the title.

4.     We took turned reading the book. After each page we would discuss what had happened, what the images represented, and discussed words that she had not seen before. We used contextual clues to help decipher them. 

5.     She was able to retell the story, but was unable to describe the meaning of the story.

From this observation I was able to determine that this student is well versed in print awareness.

Phonological Awareness:

With student 1, we used the same book, North Country Night, by Daniel San Souci. We counted sentences on each page, noticing that each page had between 2-5 sentences. We then moved to counting words in each sentence, which were between 5-15 words. Finally, we focused on just 2 pages to count the syllables in each word. Student 1 had no trouble counting syllables with familiar words, however when we came to unfamiliar words (words that we defined together during the Print Awareness section), the student began to struggle and we stopped.

For additional help the student could visit the following site to practice their syllables. http://more2.starfall.com/m/level-k/word-machines-demo/load.htm?n=machine&y=1

Phonics:

I worked with student 2 for this section. I used flashcards provided by the classroom teacher to review words that the student was struggling with. The student was struggling with their sh, ch, th, and wh. For additional help the student can visit the following site to practice: https://www.education.com/game/digraphs-matching/

Fluency:

With student 2, I preformed a running record, using a book suggested by the classroom teacher. It took the student 3 minutes and 17 seconds to complete the running record, which included 234 words of the book. The student was able to read 71WPM according the running record scoring sheet provided. Also according the to provided scoring sheet, this student would receive a score of 3 for fluency: Reads primarily in larger, meaningful phrases or word groups; mostly smooth, expressive interpretation and pausing guided author’s meaning and punctuation; appropriate stress and rate with only a few slowdowns. The running record was provided by Fountas & Pinnell.

The fluency site that I found offers a verity of different ways to practice skills.

https://www.ixl.com/ela/