Contextual Factors Planning Template



|Student description (Include demographic |J. is a Caucasian student in the 1st grade. He has Below Basic grades in reading and English is|

|information) |his only language. He has been in 1st grade for 6 weeks. |

|Assessment |Results/Description |Instructional Strategy |

| | |(Be sure the instructional strategy directly |

| | |addresses the assessment results) |

|#1: Concepts About Print |Student J. scored 13/13 on the Concepts About |One issue that became clear through the other |

| |Print assessment provided in module 15. J. was |assessments assigned in module 15 is that J. |

| |able to demonstrate how to hold and use a book,|only recognizes letters in a specific school |

| |with the front cover facing him and the title |font. He could not recognize letters presented |

| |at the top; how to turn the pages, how words on|in typewriter font. Since he has mastered |

| |the page represent the spoken words of the |concepts about print, one area for him to work |

| |reader by pointing to each word as I read it; |on would be to learn that books use a variety |

| |and how to track by showing where to read next |of fonts and how to recognize letters in |

| |at the end of a line and at the end of a page. |various fonts. According to Words Their Way by |

| |He demonstrated his ability to isolate an |Donald Bear, one way to work on this skill is |

| |individual letter within a word, a word within |with Font Sorts. In Font Sorts the teacher |

| |a sentence, and identify and explain the use of|supplies different styles of letters from |

| |a period. All of these skills demonstrate his |various environmental print sources. The |

| |mastery of concepts about print. |letters are then cut out and the students sort |

| | |them into the different letter categories. You |

| | |should use 4 or 5 different letters at a time |

| | |both upper and lowercase (Bear p.138). For J. I|

| | |would use a font sort starting with uppercase |

| | |I, L, Q, W; then move to lowercase d, t, j, g, |

| | |q, p. These are the letters he misidentified |

| | |the most on the letter/sound recognition |

| | |assessments. Working with J. on these |

| | |activities will help him learn that even though|

| | |letters are written in different ways, they |

| | |maintain their name and sound. Being able to |

| | |recognize letters in various fonts will help |

| | |move him towards becoming a fluent reader. |

|#2: Letter Recognition |Student J. correctly identified most of the |The results of this assessment show that he |

| |letters presented on the assessment; he was |would benefit from explicit instruction in |

| |able to name all but two uppercase letters and |identifying the letters: m,d,w,b. One tactile |

| |all but four lowercase letters. He identified |strategy to help J. work on his letter |

| |the Uppercase “I” as an “l”; the lowercase “q” |recognition skills would be to use letter cards|

| |as a “p”; and the lowercase “t” as a “j”. I |and playdough to shape letters. I would |

| |wonder if the font used on the assessment sheet|specifically have him work on uppercase I, |

| |provided in module 15 contributed to this |W,M,Q; and lowercase l,t,d,b,q,p,w,m since |

| |misidentification. When I compared the results |these were the ones misidentified and misnamed.|

| |I got, to the results his teacher got on a |First I would have him use the playdough to |

| |similar assessment using a traditional school |shape the letters on top of the cards and then |

| |font he did not misidentify those letters. His |on the desk, without the cards as a reference, |

| |most consistent letter misidentification was |as he improves. According to Revised RICA, |

| |with “w” both upper and lowercase identified as|giving J. playdough to shape various letters |

| |“m”; and “d” lowercase identified as “b”. |with would provide a tactile activity using |

| | |concrete materials to practice the |

| | |configuration of letters (Zarrillo p. 35). |

|#3: Yopp-Singer Phonemic Awareness Test |J. correctly segmented 9 out of 22 words |One instructional strategy that would help J. |

| |providing an accuracy rate of 41%. The words he|identify the individual sounds in words is |

| |incorrectly segmented were: grew = /g/-/ew/; |using Elkonin Boxes. According to Literacy for |

| |that = /tha/; sat = /sa/; race = /r/-/ace/; |the 21st Century, Elkonin Boxes help students |

| |three = /th/-/ree/; job = /j/-/ob/; in = |focus attention on the beginning, medial, and |

| |/i/-/e/; ice = /i/-/ice/; at = /at/; top = |ending sounds in single syllable words |

| |/t/-/op/; do = /do/-/o/. Based on the number |(Tompkins p.152). To use this strategy, I would|

| |of words he was unable to segment, he does not |first select several objects or pictures that |

| |yet have a firm grasp on the phonemic awareness|have single syllable names that have clearly |

| |skill of segmenting spoken words into their |identifiable beginning, middle and ending |

| |sequence of parts, a 1st grade standard. |sounds. Then I would give him a premade diagram|

| |According to Words Their Way, J. would be at |with a row of boxes side-by-side, corresponding|

| |the end of the emergent phase of literacy |to the number of sounds heard in the named |

| |because he was able to consistently name the |object, along with coins or other small markers|

| |beginning consonant sounds and some of the |to use. Next, I would show him the object or |

| |ending sounds (Bear p. 107). |picture and say the name slowly. Then J. would |

| | |place a marker in each square as the beginning,|

| | |middle, and ending sounds are produced and |

| | |identified. I would have him say each of the |

| | |sounds individually as he is placing the |

| | |markers into the boxes. This activity will |

| | |focus J.’s attention to the sounds the |

| | |different phonemes make without worrying about |

| | |letter identification at first. Since letter |

| | |sound correspondence is a weak area for him |

| | |this will help scaffold his understanding of |

| | |sounds without the need for letter sound |

| | |identification in the beginning. Once his |

| | |letter sound identification skills improve; the|

| | |complexity of the activity could be increased |

| | |by having him use letter tiles to represent the|

| | |segmented sounds instead of markers. |

|#4: Letter Sound/Symbol Association |J. was not able to name all the letter sounds. |One instructional strategy to help move J. |

| |I gave him the letter sound assessment on both |along in his letter sound associations is to |

| |the upper and lowercase letters provided in |incorporate songs into the curriculum. |

| |module 15. In both the upper and lowercase |According to Phonemic Awareness: An |

| |sound identification assessments the font used |Introduction for Beginning Teachers, songs play|

| |for the assessment may have played a role in |with sounds of language and facilitate phonemic|

| |the results. The letters presented on the |awareness skills (Yopp p. 3). A great song to |

| |provided assessment page used a typewriter |do this with would be a version of Old |

| |font, which forms the lowercase letters “g”, |MacDonald. Sing the tune of the song but change|

| |“t”, and “q” differently than the traditional |the words to: I have some letters that lost |

| |school writing font he has learned. These |their sounds. Will you help me find them? |

| |letters were either unrecognized or |What’s the letter that says this sound? /b/, |

| |misidentified by him on the sound recognition |/b/, /b/, /b/, /b/, (children say b). With a |

| |assessment. On the uppercase letter sound |/b/, /b/, here and a /b/, /b/, there, here a |

| |portion he missed 8 letter sounds: X = letter |/b/, there a /b/, everywhere a /b/, /b/. B is |

| |name; G = /j/ (soft /g/?); I = it, Y = /v/, U =|the letter that say /b/, /b/; Thanks for |

| |/y/, F = /e/f/ self corrected; Q = /g/; W = |helping me find it. Repeat with other letters. |

| |/m/. From looking at these results, as well as |By using songs to focus J.’s attention on the |

| |his letter identification results, I can see |sounds that the letters make, you are turning |

| |that his misidentification of “W” as “M” was |his attention to the sounds of speech, and |

| |consistent in letter recognition and sound |providing a linguistic environment that |

| |production. On the lowercase portion of the |supports the identification of individual |

| |assessment he missed 10 letters including: b = |sounds (Yopp p 3-4). Once J. is routinely able |

| |didn’t know sound; e = /a/; g = didn’t know |to orally identify the sounds of the spoken |

| |letter (typewriter letter?); x = letter name; y|letters in the songs, you can increase the |

| |= didn’t know sound; d = /b/; u = /y/; q = /p/ |complexity of the task by providing letter |

| |(typewriter letter?); w = /m/; t = /j/ |cards for him to match to the sounds in the |

| |(typewriter letter?). |song. Instead of, or in conjunction with, |

| |In both the upper and lowercase sections he |saying the name of the letter in the song, J. |

| |used the name of the letter “x” for the sound |could look for and hold up the corresponding |

| |it makes; he also identified the sound for “u” |written letter. This would reinforce the |

| |as /y/; and the sound for “w” as /m/. In |concept that spoken sounds are represented by |

| |addition the letter “Y” was pronounced as /v/ |written words and would help him develop the |

| |in the uppercase and he couldn’t name it in the|phonemic awareness skills he is lacking. |

| |lowercase. Finally, he was unable to produce a | |

| |sound for lowercase “b”, and said that | |

| |lowercase “d” makes a /b/ sound. The results of| |

| |this assessment show evidence of missing letter| |

| |sound associations. If you take out the letters| |

| |that he potentially mispronounced due to font, | |

| |you see that he still is missing the letter | |

| |sound associations for: I, Y, U, Q, W, X, b, x,| |

| |y, e, d, u, w. This assessment shows that he | |

| |has not fully developed phonemic awareness and | |

| |would benefit from explicit instruction in | |

| |identifying the sounds of letters: x, y,w,b,d. | |

| |These are the ones he missed consistently in | |

| |both the upper and lower cases. | |

The results of these assessments show that Student J. has not yet developed phonemic awareness. While he has mastered Concepts About Print, he cannot identify all his letters in both upper and lower cases, or in a different font. In addition, he does not have complete letter sound symbol correspondence, and he was unable to correctly segment words into their individual phonemes. In order to improve these week areas J. would benefit from explicit instruction on phonemic awareness skills including: learning that even though letters are written in different ways, they maintain their name and sound; upper and lowercase letter identification; letter sound symbol correspondence; and word segmentation. Suggested activities to focus instruction on developing these skills include: font sorts, playdough letters, songs focusing on individual phonemes, and Elkonin boxes. Providing J. with additional instruction utilizing these activities will help move him along in developing the phonemic awareness skills he is lacking.

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