Rationale for RE 3030

Context

The child that was assessed with the ERSI is at the semiphonetic-1 level. The student assessed wrote five of the six words representing only the beginning consonant as is typical at the semiphonetic-1 stage. The child spelled back with the letters bak. This shows the student has a grasp of beginning and ending sounds. The child also spelled feet with the letters fn. This shows the child has a concept of the first letter of the word. This child is able to hear beginning and some ending sounds but, is not able to segment the words into phonemes to hear the middle vowel sounds and produce the correct spelling.

     The child is presently at a semiphonetic-1 level and is able to hear beginning and ending sounds. To allow this child to become more familiar with hearing all the ending sounds there are several activities that can be done. The student could be shown how to tap out phoneme sounds to allow them to identify the last sound in words. This exercise would also allow them to start to divide the word into segments of sounds.

Impact:
Assessing this student with the ERSI will benefit my teaching in future
classrooms. I now have the knowledge to perform the assessment and experience
with how the test should be given. I also am more aware of students reading
skills and word recognition.

Alignment

NCDPI Standard 1: Elementary teachers have a broad knowledge and 

understanding of the major concepts in English Language Arts and Literacy. 

Indicator 1: I met this indicator by my analysis of the child’s developmental stage and suggestions on progression to the next stage.

Indicator 4:I met this indicator by addressing the importance of using culturally relevant examples when working with children.

  Indicator 6: I met this indicator by understanding performing the assessment, therefor demonstrating the importance of literacy for personal and social growth

NCDPI Standard 8: Teachers design instructional programs and strategies that build on students’ experiences and existing language skills to help students become competent, effective users of language. 

Indicator 1:I met this indicator by the focus on understanding phonetic sounds. Also the progression of the child from understanding the first sound to the understanding of the ending sounds as well.