Formative Assessment Redo—DUE WEEK 9
Saying that students need to work on graphophonics (or phonics) is too general; many
skills are being lumped into that statement. In order to be successful in helping
students, you need to be able to identify and be MORE SPECIFIC about which specific
graphophonics skills they need assistance with. To help you see this, please do the
following:
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Copy p. 128 from the Sound Systems book
Use this chart to RECORD the words that Sarah and Miguel miscued. This
includes ALL the miscues: omissions, substitutions, sound outs, etc.
Do one chart for Sarah, and a separate chart for Miguel
Write the miscue in the box that represents the graphophonic or phonics skill that
MAY be causing the student difficulty. A miscue may end up in MORE than one
box!
Now, given the TYPES of phonics elements represented in the chart and the
associated miscues, identify the largest skill pattern that needs to be addressed
for each reader. (Please note-ONE miscue does NOT a pattern make!)
Phonics Quiz Redo—DUE WEEK 9
1. For each of the items you missed, create a word list (of 5 words or more) that
illustrates that rule. Underline, highlight, or color the rule-driven letters in the
word.
Example:
# 5. The letter g has a hard sound in some words:
gap
gallop
guppy
gobble
goblet
2. If you missed #7: the name or term used for a written unit of language—write the
term.
3. Staple your word lists to the original quiz to turn in.
ANSWER THE FOLLOWING—DUE WEEK 9
If a student is making meaningful substitutions and omissions that do not impact
semantic and syntactic sense, and says the majority of the words accurately, and in the
retelling is able to name the main characters and major details in the story, should a
teacher recommend working on graphophonics for greater accuracy? Explain your
reasoning.