Literacy Electronic Portfolio

Priscilla Lee

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Phonemic Assessment/Strategy:

Yopp-Singer Test of Phonemic SegmentationDirections for Administering

1. Have one test sheet for each child in the class. 2. Assess children individually in a quiet place. 3. Keep the assessment playful and game-like. 4. Explain the game to the child exactly as the directions specify. 5. Model for the child what he or she needs to do with each of the practice words.

Have them break apart each word with you.

Children are given the following directions upon administration of the test: Today we're going to play a word game. I'm going to say a word and I want you to break the word apart. You are going to say the word slowly, and then tell me each sound in the word in order. For example, if I say "old," you should say "oooo-llll-d" (The teacher says the sound, not the letters.) Let's try a few words together. The practice items are ride, go, and man. The teacher should help the child with each sample item - segmenting the item for the child if necessary and encouraging the child to repeat the segmented words. Then the child is given the 22 item test. If the child responds correctly, the teacher says, "That's right." If the child gives an incorrect response, he or she is corrected. The teacher provides the appropriate response. The teacher circles the numbers of all correct answers.

If the child breaks a word apart incorrectly, the teacher gives the correct answer:

Child Says

You say

Uses onset and rimeRepeats wordStretches word outSpells letters in wordSays first and last soundsSays another wordSays a sentence

/d/ - /og/dogd - o - g"d" - "o" - "g"/d/ - /g/barkI don't know

/d-/o-/g//d-/o-/g//d-/o-/g//d-/o-/g//d-/o-/g//d-/o-/g//d-/o-/g

/

The child's score is the number of items correctly segmented into all constituent phonemes. No partial credit is given. For instance, if a child says "/c/-/at/" instead of "/c/-/a/-/t/," the response may be noted on the blank line following the items but is considered incorrect for purposes of scoring. Correct responses are only those that involve articulation of each phoneme in the target word.

A blend contains two or three phonemes in each of these and each should be articulated separately. Hence, item 7 on the test, grew, has three phonemes /g/-/r/-/ew/. Digraphs such as /sh/ in item 5, she, and the /th/ in item 15, three, are single phonemes. Item 5, therefore has two phonemes and item 15 has three phonemes. If a child responds with letter names instead of sounds, the response is coded as incorrect, and the type of error is noted on the test.

Students who obtain high scores (segmenting all or nearly all of the items correctly) may be considered phonemically aware. Students who correctly segment some items are displaying emerging phonemic awareness. Students who are able to segment only a few items or none at all lack appropriate levels of phonemic awareness. Without intervention, those students scoring very low on the test are likely to experience difficulty with reading and spelling.

Student Test Sheet

Yopp-Singer Test of Phoneme Segmentation

Student's name _________________________________ Date _____________

Score (number correct) _______________

Directions: Today we're going to play a word game. I'm going to say a word and I want you to break the word apart. You are going to tell me each sound in the word in order. For example, if I say "old," you should say /o/-/l/-/d/." (Administrator: Be sure to say the sounds, not the letters, in the word.) Let's try a few together.

Practice items:(Assist the child in segmenting these items as necessary.)ride go man

Test items:(Circle those items that the student correctly segments; incorrect responses may be recorded on the blank line following the item.)

1.dog _________________________ 12. lay _________________________

2.keep _________________________ 13. race _________________________

3. fine _________________________ 14.zoo _________________________

4.no _________________________ 15. three _________________________

5.she _________________________ 16. job _________________________

6.wave _________________________ 17. in _________________________

7.grew _________________________ 18. ice _________________________

8. that _________________________ 19.at _________________________

9. red _________________________ 20. top _________________________

10.me _________________________ 21.by _________________________

11.sat _________________________ 22.do _________________________

Return to the Test DirectionsThe author, Hallie Kay Yopp, California State University, Fullerton, grants permission for this test to be reproduced. The author acknowledges the contribution of the late Harry Singer to the development of this test.

Phonics Assessment/Strategy

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Blachowicz Informal Phonics Survey (Barr, 2000)

Test Items:

1. Naming upper and lower case letters. Circle those known when pointed

to.

a S q I R h k

s J d A f O U

l w z Q v X B

n H T b e G P

V N j y K w f

F r Z x L m O

E o C D P g A

i M t u c Y d

S j

2. Sound values of isolated consonants. Point to each letter and ask the

child to tell you what sound “this letter makes: or give you a word that

starts with this letter. Circle those not known.

b c k j g t v d m h r

p z l f n s u w y qu

3. Short vowel phonograms blended with initial consonants. Check to see

if the student knows the following simple sight word phonograms: up, it,

am, and on. (If they are not known, try to train the student to recognize

them, or choose phonograms the child does know.) Point to each item and

have the child pronounce it. If an item is mispronounced, write the

mispronunciation about it for later analysis.

mup zam tup sam con rit gam kon

dup vit hon quam bup pon wup jam

nit fup lam yup

4. Consonant blends plus short vowel phonograms. This and all subsequent

tests follow the same procedure as test 3. Have the child pronounce each

item, and write in any mispronounced words.

brup scon plit skam slup twit dron

gram swis spup fron blit snam glup

clam trit flon smam slup cron prit glup

5. Consonant digraphs plus short vowel phonograms.

chup shon thup whit pham shup whon chon thon

6. Vowel-Consonant-Silent e plus initial consonant.

dake mime fole tule mede tate fope dute dite sede

7. Long vowel digraphs.

leat mied boad tay ley moe teef buel moes lail

bie toat meep tay lue bain leam

8. R-controlled vowels.

mer tir hur dir fer dar mor tur sar dor bur

9. Ending-blend phonograms.

selt mext basp mick dunch mulk tand

goft sunch mimp kent munk jung dulf

baft dilk nolt satch fodge hink disp

folt namp dist gelf mond bant ting

dast holf fask rept felp nold bent

10. Ending-digraph phonograms.

tath fash nich baph dith sosh tach ruph

11. Alternate sounds of c and g.

gap gity cot came gend cend git cim

12. Three-letter blends.

splan chrin thrup schon strat scrup

squit spron chris thrat scris spron

strup splup squis schan shrat

13. Diphthongs.

dow doy dound doint doy doud

doil fown

14. Silent Letters.

talf tamb demn falm knop wrid gnap

knop ghat word gnom phot pnip psin

15. Multisyllabic words. Show division in responses with slash marks.

buffle hotrat rewant sunting fendle inserg

unpottle rembat rebark bullingable minkfall refizwissing

wenkerfil mendle submarkable raction bunded madsion

Student Copy

a S q I R h k

s J d A f O U

l w z Q v X B

n H T b e G P

V N j y K w f

F r Z x L m O

E o C D P g A

i M t u c Y d

S j

___________________________________________________________________________

b c k j g t v d m h r

p z l f n s u w y qu

mup zam tup sam con rit gam kon

dup vit hon quam bup pon wup jam

nit fup lam yup

brup scon plit skam slup twit dron

gram swis spup fron blit snam glup

clam trit flon smam slup cron prit glup

___________________________________________________________________________

chup shon thup whit pham shup whon chon thon

dake mime fole tule mede tate fope dute dite sede

___________________________________________________________________________

leat mied boad tay ley moe teef buel moes lail

bie toat meep tay lue bain leam

mer tir hur dir fer dar mor tur sar dor bur

selt mext basp mick dunch mulk tand

goft sunch mimp kent munk jung dulf

baft dilk nolt satch fodge hink disp

folt namp dist gelf mond bant ting

dast holf fask rept felp nold bent

tath fash nich baph dith sosh tach ruph

___________________________________________________________________________

gap gity cot came gend cend git cim

splan chrin thrup schon strat scrup

squit spron chris thrat scris spron

strup splup squis schan shrat

dow doy dound doint doy doud

doil fown

talf tamb demn falm knop wrid gnap

knop ghat word gnom phot pnip psin

buffle hotrat rewant sunting fendle inserg

unpottle rembat rebark bullingable minkfall refizwissing

wenkerfil mendle submarkable raction bunded madsion

The Analogy Strategy: Teaching Children the Excitement of Becoming Word Detectives

I greatly admire the research and classroom application of the analogy strategy for decoding words by Linnea Ehri and Irene Gaslins! They taught teachers and children the excitement of discovering how to pronounce words as detectives and use the words in meaningful contexts.

I advocate their best practices and would like to share my favorite success story about the value of teaching the analogy strategy. I was fortunate to assist with teaching reading to a third grade student in a low socioeconomic school named Rashad. Rashad had a wonderful teacher Virginia who was teaching the class the analogy strategy. Rashad was reading at a Pre-Primer level and was known to sit alone quietly and rarely smiled. Initially, I assessed his reading strengths and weaknesses. After an analysis of the assessments I taught him the analogy strategy with positive reinforcement over a period of three months from January to March. We met once weekly beyond the daily teaching in small groups of the strategy by Virginia. Rashad progressed and began to smile… All was well until we learned that his neighborhood had been redistricted and he would be attending another school. We were devastated! Fortunately, Virgina was able to tutor Rashad that summer. Rashad learned to attack unfamiliar words as an excited word detective. His joy about his progress overcame the barriers to his happiness as a reader. The following is an explanation of the assessments and the process I used to teach him the analogy strategy.

Assessments and Process

Assessments: The Bear Spelling Test: I used the Bear Spelling Test from the text, Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction by Bear, Invernizzi, Templeton, and Johnston. The test is a spelling inventory designed to determine students’ stages of development with a feature guide. The test is excellent for students at all grade levels who experience difficulty decoding words and spelling. The spelling features include the Emergent, Letter Name Alphabetic, Within Word Pattern, Syllable and Affixes, and Derivational Relations Stages. The stages are from the earliest to most advanced stages of spelling. Rashad

scored at the late emergent to letter name stage. Late emergent readers have difficulty determining and sometimes omit the vowels in syllables in words. They often search for environmental clues to decode words such as the golden arches to read the word McDonald’s. Rashad was only able to spell the word bed out of the list of words bed, ship, when, lump, and float. I stopped asking him to spell words when he missed 5 words in a row. The results indicated that Rashad needed help understanding that syllables have vowels and that spelling patterns such as ip in the word ship and ump in the word lump help with decoding unfamiliar words. Spelling patterns are the vowel and what comes after it in a syllable.

Informal Reading Inventory: Qualitative Reading Inventory(QRI) by Leslie and Caldwell. The test is designed to determine students’ ability to decode words and comprehend words in context. Rashad scored at the Pre-Primer level on the word list. He was able to decode a narrative at the pre primer level with pictures for comprehension. Analysis of the test results indicated that Rashad depended on pictures and guessing for decoding words. He had difficulty comprehending text based on word recognition problems.

Analogy Strategy Process and Positive Reinforcement: The analogy strategy helps students decode unfamiliar words by using familiar words with the same spelling patterns. For example, the spelling pattern in the word cat is at (the vowel and what is after it in the syllable. Spelling patterns are also referred to as the rime in a syllable). Students need to understand that syllables often have an onset-the beginning consonants in a syllable and a spelling pattern-the vowel and what comes after it in a word in order to pronounce words.

I helped Rashad understand how his successful pronunciation of the word bed which has the ed spelling pattern evolved. Then I taught him the spelling pattern in the word cat which is at. I used the word cat in the sentence, “The cat is my pet.” He learned to decode the word cat and underline the at spelling pattern. We used the word cat as the key word to decode other words with the same at spelling pattern. Next, we created word families with the key word cat to create hat, sat, mat. We used the words in a language experience story that he dictated for me to write on chart paper and underlined the spelling pattern at when appropriate. Then Virginia used the key word cat during the week to help him decode words with the same at spelling pattern. The key word cat was also placed on a personal word wall under the vowel a. The vowel word wall helped him find the spelling patterns in unfamiliar words easily. For example, when Rashad was reading and came to an unfamiliar word like sat he was able to compare it to the key word cat on the word wall under the 1st letter of the spelling pattern a rather than refer to a word family list of words with the same spelling pattern but different beginnings (onsets) that might be confusing to him. This enabled him to think and say, “If I know cat, I know sat.” “If I know cat I know mat.” When he discovered the value of the analogy strategy in this process to decode a word he would smile so broadly that it would touch my heart. I praised and gave him a sticky note with a phrase such as “you are a great reader!” I would stick it on his shirt and he would grin from ear to ear!! Word analysis is a part of the analogy strategy. For example, for the unfamiliar word mat I would use the following chart found in an article by Ehri, Gaskins, et al (19 ):

Talk to Yourself Chart

1. The word is____________________________. (mat)2. Stretch the word. I hear ____sounds. (3 sounds m a t)3. I see _________ (3) letters because__________________. (I can hear each letter and the

a makes the short sound as in the word cat)4. The spelling pattern is ________________.(at)5. This is what I know about the vowel: ______________________ (It is short because it

makes the short a sound).6. Another word on the word wall with the same vowel sound is______________________.

(cat) Important: I always asked him to create his own rule for the vowel and asked if the vowel broke a rule he already knew about it. He was able to conclude that if a word has a consonant vowel consonant (CVC) it might be a short vowel.

Sometimes using word analysis would get tricky as in the unfamiliar word far using the key word car. For example,

Talk to Yourself Chart

1. The word is____________________________. (far)2. Stretch the word. I hear ____sounds. (2 sounds c ar – controlled vowel)3. I see _________ (3 )letters because__________________. (The vowel a has an r next to

it=r controlled vowel)4. The spelling pattern is ________________.(ar)5. This is what I know about the vowel: ______________________ (It is not long or short

because it has an r next to it).6. Another word on the word wall with the same vowel sound is______________________.

(car)

Important: I always asked him to create a rule for the vowel and asked if the vowel broke a rule he already knew about the vowel. For example, if you have an r next to a vowel it might not sound long or short.

It was important for student Rashad to share their word analysis with another student to reinforce their learning and to remind them how to decode words when reading in context.

In summary:

The analogy strategy process I used with Rashad is the following:

1. Introduce a key word to be used during the week. Emphasize and underline the spelling pattern and create word families with the same spelling pattern. For example, key word cat - mat, sat, hat. Do not simply write cat, mat, sat, and hat. The key word must be

emphasized as the word to help decode the other words in the word family. I placed the key word on a colored index card and placed the other words in the word family under the key words on white index cards. Use the phrase “If I know (key word), I know (word family word).” Sometimes you have words that have different spelling patterns but sound the same such as bear and bare. In that case use parenthesis around words that have a different spelling pattern and tell the student that they are great word detective who recognize that some spelling patterns sound alike but are spelled differently.

2. Use the key words and some related word family words in a Language Experience Story. Have the student(s) find the words with the same spelling pattern as the key word

3. Review the key word or words and analyze the words and use the Talk to Yourself Chart.4. Use the key words in sentences and words with the same spelling patterns in challenging

sentences. Challenge the student(s) to find words with the same spelling patterns throughout the week.

5. Apply the key patterns in games such as concentration, dice with onsets on one dice and spelling patterns on another dice and create fun stories with the words.

6. Create vowel word walls. Notice that only the key words are used on the word wall not the word family. For example,

Word WallA E I O U YCat bed ride boat Up YesCar feet kite rice rug by

Remember to use a form of positive reinforcement throughout the process!!

Vocabulary Assessment/Strategy

Bear and Barone (1989) Spelling Stages, adapted for Ways With Words (Prentice Hall) To analyze students' spelling determine which phase they are in by looking at how they spell the following words. Administer the following assessment like a spelling test and analyze your students' strengths and weaknesses. Determine the students' spelling stage. Which spelling patterns, etc. does the student need help with to improve? What spelling strategies do you need to teach the student to help them move to the next stage? If the student misses five in a row stop the test.

Spelling Stages and Test

Student Name: Date:

Word Early Letter Name Stage

Letter Name Stage

Within Word Pattern Stage

Syllable Juncture Stage

Derivational Stage

1. bed B,bd bad bed

2. ship s, sp, shp sep, shep sip, ship

3. drive krv, drv griv, driv drieve, draive

4. bump b, bp, bmpbop, bomp, bup

bump

5. when w, yn, wn wan, whan wen, when

6.train j, t, trn jran, chran teran, traen, trane, train

7. closet k, cs, kt, clst clast, clost, clozt

clozit, closit

8. chase j, jass, cs tas, cas, shas, chass

case, chais, chase

9. float f, vt, ft, fltfot, flot, flott

flowt, floaut, flote, float

10.beaches b, bs, bcsbechs, becis, behis

bechise, beches, beeches, beaches

11. preparing

12. popping

13. cattle

14. caught

15. inspection

16. puncture

17. cellar

18. pleasure

19. squirrel

20. fortunate

21. confident

22. civilize

23. flexible

24. opposition

opasion, opasishan, opozcison, opishien, spasitian

opasition, oppasishion, oppisition

oposision, oposition, opposition

25. emphasize

Vocabulary Strategies

Use a story to teach the word and have students create word stories: Henrietta Hippo Story Example

Word Wizards (found on www.readwritethink.org)and Shape Poems

You Try It! (Isabel Beck) Use check marks to indicate knowledge:

Word Know it well, can explain it, use it in a sentence (include sentence)

Know something about it, can relate it to a situation

Have seen or heard the word

Do not know the word

tyranny

grapnel

Purport

Word Associations: After discussing explanations for the words accomplice, virtuoso, philanthropist, and novice, ask students to associate one of their new words with a presented word or phrase:

Which word goes with crook?

Which word goes with “gift to build a new hospital?”

Which word goes with piano?

Which word goes with kindergartner?

Have you ever?

Describe a time when… (you might urge someone, etc.)

Applause! Applause!

Clap how much they would like to be described by the target word: Ex. Frank, vain, wise, funny, etc.

Idea Completions

Students indicate word meanings into a context in order to explain a situation.

Ex. The audience asked the virtuoso to play another piece of music because…

The skiing teacher said Maria was a novice on the ski slopes because…

Vocabulary ActivitiesLanguage Arts Core CurriculumVOCABULARY Standard 4000-06Objective: 0601 Learn new words through listening and reading widely.Objective: 0602 Use multiple resources to learn new words.Objective: 0603 Use structural analysis/context clues to determine word meanings.

InstructionalStrategyGoal – Use itwhen you wantto…DirectionsContext CluesStorybook Reading Provide meaningfullistening experiences withnew words. It is also goodfor motivation andlanguage development.Should be some direct teaching of vocabularywith storybook reading in schools - Incidentalword learning will occur but some studentsneed direct teaching of vocabulary.Adult/child discussion should be interactiveStories should be read multiple timesText Talk – Rich talk and discussion aroundwords – example from Isobel Beck using bookA Pocket for Corduroy (Freeman, 1978)Teacher’s notes using the word “reluctant.” Inthe story, Lisa was reluctant to leave theLaundromat without Corduroy. Reluctantmeans you are not sure you want to dosomething. Say the word with me: reluctant.Someone might be reluctant to eat a food thatthey never had before, or someone might be

reluctant to ride a roller coaster because itlooks scary. Think about something you mightbe reluctant to do. Start your sentence with“I might be reluctant to _________.” Aftereach child responds, call on another child toexplain the response. For example, if a childsays, “I might be reluctant to eat spinach” askanother child, “What does it mean that _____is reluctant to eat spinach?Dual Language Charts Create synonym listsHelp show value ofbilingualismFor ESL students, create word lists that use words intheir native language as well as English. If you leavespaces, students may provide their own picture clues.Classroom Labeling Associate words withconcrete objects; developconcept of wordWorks well for ESL andforeign language; forscience or technologyclassesObjects and situations in the classroom providenatural contexts for learning. This process can alsoassist the students in spelling when they want todescribe the classroom aquarium or write about themealworms in science class.CD-Rom Books Increase motivation;provide dual-language andmultimodal inputComputer based books allow students to read thewords as they listen to the story. Several versions

allow them to highlight the words.

Fluency Assessment/Strategy

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Repeated Reading Procedure

1. The teacher selects a short passage (100-200) words which is of interest to the student and at his/her instructional reading level (Informal Reading Inventory samples are useful for this, since they have been assessed for readability level and the number of words is noted.)

2. The student reads the passage (sight unseen-no practice) orally into a tape recorder.3. The teacher directs the student to listen to the recording and to note any oral miscues

(deviations from the printed text) by circling them in the script.4. After counting the miscues and calculating the words per minute rate, the teacher enters these

data on the repeated reading chart as Trial 1 (repeated reading chart is on CourseDen).5. The student rehearses the passage a few times, with the aid of the teacher or another student.

During the rehearsal, the teacher should discuss the passage with the student and teach as necessary to ensure that misreading isn’t due to a lack of comprehension: Determine cause of miscues such as unknown words, unclear meanings, and observation of punctuation marks. A useful sequence for rehearsing the passage is: echo reading, neurological impress, choral reading. During the rehearsals, the teacher must encourage the student to read with vocal variety and expressiveness to match the meaning of the passage.

6. The student again reads the same passage into the tape recorder.7. The student and the teacher listen to the re-reading, noting miscues and rate on the repeated

reading chart as Trial 2.8. Steps 2 through 7 are repeated until criterion levels for rate and number of miscues is reached.

Criteria may vary slightly from student to student, but usually are at or near the following: WPM (words per minute)=rate of 100 WPR (or faster) and

MPH (miscues per hundred words)=1 or 0 miscues per 100 words of text

The student’s final reading should be fluent and expressive, as if the student were narrating the text in his own words. The teacher analyzes the results to plan instruction and determine what reading skills interfere with fluency.

Repeated

Reading Chart

Title:

Week of:200190180

W170

o160

r150

d140

s130120

P110

e100

r 9080

M 70i 60n 50u 40t 30e 20

100

109

E 8r 7r 6o 5r 4s 3

210

Name:

SIGHT WORDS

Sight words are those words that a reader needs to be able to know “on sight,” that is, without any hesitation or sounding out. Dr. Ed Fry calls these “instant words” because a reader should know them the very instant he or she sees them.

What is so important about these words? Believe it or not, the very first TEN words on the first list make up about 24% of all written English material! That is, every fourth word you come across is likely to be one of those ten words. The 100 words on the first page represent almost half of all written English, while all 300 words (pages 1-3) make up nearly two-thirds of our language! On any typical page of text, 2/3 of the words will likely come from the words on just these three pages.

Please note that many of the words on these three pages are also considered sight words if they contain the variant endings (suffixes) such as s, ed, or ing. These endings do not change the need to learn and know the basic root of these words. Approximately 60% of the first 300 Instant Words have common variant endings.

Each of the 100 Instant Words on the following three pages compares fairly closely with the grade level of the list: the first 100 words represent words known by a majority of first-grade students by the end of the first year of school, the second 100 by the end of second grade, and the third 100 by the end of third grade. Past the third grade level, most students will be expected to have seen and learned all 300 Instant Words.

If a reader does not recognize these words instantly when reading, he or she is likely to have difficulty with both fluency and comprehension. In fact, slow and labored reading is a major factor in poor comprehension. If two-thirds of written English is made up of this rather small number of words, then it is extremely important for all readers to know them without hesitation.

If a child does not know all the words on any particular vertical list of 25 words (starting with the very first one), LOTS of practice should be done with just that column. Flashcards and easy-book reading will often reinforce them. After all 25 words on any vertical column are known by the child reading at his or her own pace, then it is time to work on speeding up the rate of recognition. It should take no longer than 12-seconds to get through any list. Again, this should not be worked on until the child can recognize all twenty-five without being timed. But once 100% accuracy has been attained, speed of recognition should be practiced until that particular list is mastered. Only then should the child work on the next harder list of twenty-five words.

Comprehension Assessment/Strategies

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