Description
In your observations, identify 3-5 students at various learning levels and needs (i.e., low average, highly performing, IEP, ADHD, and behavior concerns).
Discuss with the certified general education classroom teacher:
- Your observations of the identified small group and determine specific student literacy needs.
- Develop strategies to differentiate learning focusing on identified student needs.
- Identify an appropriate book to be used within literacy lesson plans that include reading comprehension, vocabulary, and writing activities. Take into consideration identified student needs, differentiation strategies, and appropriate technology tools.
In 250-500 words, summarize and reflect upon your observations and discussion, identifying literacy lesson plan ideas related to reading comprehension, vocabulary, and writing activities that utilize the identified book. Be sure to explain how you will use your findings in your future professional practice.
In your observations, identify 3-5 students at various learning levels and needs (i.e., low average, highly performing, IEP, ADHD, and behavior concerns).
Discuss with the certified general education classroom teacher:
- Your observations of the identified small group and determine specific student literacy needs.
- Develop strategies to differentiate learning focusing on identified student needs.
- Identify an appropriate book to be used within literacy lesson plans that include reading comprehension, vocabulary, and writing activities. Take into consideration identified student needs, differentiation strategies, and appropriate technology tools.
In 250-500 words, summarize and reflect upon your observations and discussion, identifying literacy lesson plan ideas related to reading comprehension, vocabulary, and writing activities that utilize the identified book. Be sure to explain how you will use your findings in your future professional practice.
Complete the “Phonemic Awareness Table,” by identifying and using words from the “Birthday Soup” excerpt from this topic’s readings, script phonemic awareness practice activities for the following phoneme tasks:
- Phoneme Isolation
- Phoneme Identity
- Phoneme Categorization
- Phoneme Blending
- Phoneme Segmentation
- Phoneme Deletion
- Phoneme Addition
- Phoneme Substitution
Phonemic Awareness Table
Part 1: Phonemic Awareness Table
Task | Scripting | Description and Purpose of Task | Alignment Common Core or Other State Standards |
Phoneme Isolation | Example: Teacher: “What is the first sound invan?” Students: “The first sound in van is /v/.” Teacher: Students: | ||
Phoneme Identity | Example: Teacher: “What sound is the same infix, fall, and fun?” Students: “The first sound, /f/, is the same.” Teacher: Students: | ||
Phoneme Categorization | Example: Teacher: “Which word doesn’t belong?Bus, bun, rug.” Students: “Rug does not belong. It doesn’t begin with /b/.” Teacher: Students: | ||
Phoneme Blending | Example: Teacher: “What word is /b/ /i/ /g/?” Students: “/b/ /i/ /g/ is big.” Teacher: “Now let’s write the sounds in big: /b/, write b; /i/, write i; /g/, write g.” Teacher: (Writes big on the board.) “Now we’re going to read the wordbig.” Students: (Reading from the board) “Big” Teacher: Students: | ||
Phoneme Segmentation | Example: Teacher: “How many sounds are ingrab?” Students: “/g/ /r/ /a/ /b/. Four sounds.” Teacher: “Now let’s write the sounds in grab: /g/, write g; /r/, write r; /a/, write a; /b/, Teacher: (Writes grab on the board.) “Now we’re going to read the wordgrab.” Students: (Reading from the board) “Grab” Teacher: Students: | ||
Phoneme Deletion | Example: Teacher: “What is smile without the /s/?” Students: “Smile without the /s/ ismile.” Teacher: Students: | ||
Phoneme Addition | Example: Teacher: “What word do you have if you add /s/ to the beginning of park?” Students: “Spark” Teacher: Students: | ||
Phoneme Substitution | Example: Teacher: “The word is bug. Change /g/ to /n/. What’s the new word?” Students: “Bun.” Teacher: Students: |
Part 2 Rationale:
Part 2 Rationale:
In 250-500 words reflect upon how this activity promotes literacy development. Be sure to explain how you will use your findings in your future professional practice.
In addition, describe each phoneme task, along with its purpose and Common Core or other state standard alignment.
1 day ago
observation Identity

Explanation & Answer

Attached.
Running head: OBSERVATION, IDENTIFY
Observation, Identify
Student’s Name
Institutional affiliation
Course
Professor’s name
Date
1
OBSERVATION, IDENTIFY
2
Part one
After observing 3-5 students of ADHD I found out that some students were hyperactive and
inattentive. Nevertheless, I also observed that some of the students having ADHD had problems
with hyperactivity and inattentiveness while others had problem with one of the behaviours. In
addition, I got to understand that the most common type of ADHD symptom among the
students was hyperactivity. The student literacy needs which I determined were; first the
students need to be taught on study skills like note-taking and reading loudly so that they can
be in a position to retain what they have read. In addition, they need to be given brief and clear
instructions.
Moreover, they require large tasks to be broken into manageable and smaller pieces. Lastly,
the students require the teacher to be sensitive on issues concerning self-esteem, this can be
done by giving the student feedback in seclusion and avoiding asking them to carry out difficult
tasks in the presence of their classmates. The strategies which I managed to develop for students
having ADHD are mainly; first a teacher is supposed to give the students work which suits
them. Moreover, the teacher should also give them choices to choose from. Lastly, the teacher
should also give visual reminders to the students so that they can respond well. The book which
I identified to be used be used on literacy plans like writing activities, reading comprehension
and vocabulary is the reading rockets and the lesson plan ideas are mainly; encouraging
students to monitor comprehension and recognizing the structure of the comprehension. I will
use my findings on my future professional practise to ensure that the ADHD students can read
silently on their own and also can also retell on stories they have read to ensure that they retain
what they read.
OBSERVATION, IDENTIFY
Task
Scripting
3
Description
Purpose of Task
and Alignment
Common Core or
Other
State
Standards
Phoneme Isolation
Example:
Phoneme isolation is
Isolating the
the ability to isolate a
Teacher: “What is the single letter within a final sound in
first sound in van?”
world. It helps the
reader to identify the words: Weeks 1Students: “The first individual sounds in a
sound in van is /v/.”
word and also where 12, 23-28, 34, 35
they are placed in
Teacher:
within the word.
Isolating the
Students:
medial sound in
words: Weeks 1322, 29, 31
Isolating onset
phonemes
in
single-syllable
words: Weeks 122, 34, 35
Phoneme Identity
Example:
Teacher:
“What
sound is the same
infix, fall, and fun?”
Phoneme
identity
involves identification
of same sounds in two
different words. This
task helps the reader to
Students: “The first understand that a
sound, /f/, is the speech is comprised of
same.”
different words. In this
case, the reader is able
Teacher:
to read effectively.
Rhyme
Recognition:
Weeks 1-2
Rhyme
Production: Weeks
3-12, 23-27, 29, 34,
Students:
35
OBSERVATION, IDENTIFY
4
Rhyme
Repetition: Weeks
3–24, 28, 30-35
Phoneme
Categorization
Example:
Teacher:
“Which
word doesn’t belong?
Bus, bun, rug.”
Students: “Rug does
not belong. It doesn’t
begin with /b/.”
Phoneme
categorizati...
