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In House E-Mail / Correspondence
- Reflections on Framing Literacy 10,
Reading the chapter. 8 assessment I just went over the phonemic awareness section.
I have a student named “M” and he has much to learn in the area
of phonemic awareness. He is a native Spanish speaker, his problems or areas
for development permeate linguistic boundaries. My first focus is on Spanish.
He interchanges b’s and p’s and v’s, occasionally d’s
also. As most people who have worked with Spanish speakers know, there are
serious initial difficulties with the v and b, knowing when to insert the
h.
I started using the phonemic awareness test with “M” but
in the format of a game, though I am still not sure when I will schedule
him in the tutoring rotation I know that he needs to enter it. I think
that another option that I could use is peer tutoring / peer game playing.
As for the book handling knowledge task assessment it seems that most
of my students are past the information which is tested. Maybe I could
gain further insight on “N” if I would administer the test
to him. But then again, he would probably benefit from almost any form
of assessment. That is not to say that I have even in small part given
up on “N”. He will probably need two years to get ready for
the fourth grade, but in order for that to occur he will need to gain
about 1.7 years of instruction per year. This learner has a long way
to go. I
just hope that I can make it less harrowing, even enjoyable.
Justin
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