Upcoming SlideShare
×

# Literacy electronic portfolio

557

Published on

0 Likes
Statistics
Notes
• Full Name
Comment goes here.

Are you sure you want to Yes No
• Be the first to comment

• Be the first to like this

Views
Total Views
557
On Slideshare
0
From Embeds
0
Number of Embeds
0
Actions
Shares
0
11
0
Likes
0
Embeds 0
No embeds

No notes for slide

### Transcript of "Literacy electronic portfolio"

1. 1. Literacy Electronic Portfolio Priscilla Lee READ 7263
2. 2. 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 were going to play a word game. Im going to say a word and I want you tobreak the word apart. You are going to say the word slowly, and then tell me eachsound 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.) Lets try a few words together.The practice items are ride, go, and man. The teacher should help the child with eachsample item - segmenting the item for the child if necessary and encouraging the childto repeat the segmented words. Then the child is given the 22 item test. If the childresponds correctly, the teacher says, "Thats right." If the child gives an incorrectresponse, he or she is corrected. The teacher provides the appropriate response. Theteacher circles the numbers of all correct answers.If the child breaks a word apart incorrectly, the teacher gives the correct answer: Child You Says say Uses onset and rime /d/ - /d-/o- Repeats word /og/ /g/ Stretches word out dog /d-/o- Spells letters in word d-o- /g/ Says first and last g /d-/o- sounds "d" - /g/ Says another word "o" - /d-/o- Says a sentence "g" /g/ /d/ - /d-/o- /g/ /g/ bark /d-/o-
3. 3. I dont /g/ know /d-/o- /g/The childs score is the number of items correctly segmented into all constituentphonemes. 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 isconsidered incorrect for purposes of scoring. Correct responses are only those thatinvolve articulation of each phoneme in the target word.A blend contains two or three phonemes in each of these and each should bearticulated 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 singlephonemes. Item 5, therefore has two phonemes and item 15 has three phonemes. If achild 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 itemsare displaying emerging phonemic awareness. Students who are able to segment onlya few items or none at all lack appropriate levels of phonemic awareness. Withoutintervention, those students scoring very low on the test are likely to experiencedifficulty with reading and spelling.Student Test Sheet Yopp-Singer Test of Phoneme SegmentationStudents name _________________________________ Date _____________Score (number correct) _______________Directions: Today were going to play a word game. Im going to say a word and Iwant you to break the word apart. You are going to tell me each sound in the word inorder. For example, if I say "old," you should say /o/-/l/-/d/." (Administrator: Be sureto say the sounds, not the letters, in the word.) Lets try a few together.Practice items:(Assist the child in segmenting these items as necessary.) ride go man
4. 4. Test items:(Circle those items that the student correctly segments; incorrect responsesmay 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 thistest to be reproduced. The author acknowledges the contribution of the late Harry Singer to thedevelopment of this test.
5. 5. Phonics Assessment/Strategy*Click twice to view powerpointBlachowicz Informal Phonics Survey (Barr, 2000)Test Items:1. Naming upper and lower case letters. Circle those known when pointedto.a S q I R h ks J d A f O Ul w z Q v X Bn H T b e G PV N j y K w fF r Z x L m OE o C D P g A
6. 6. i M t u c Y dS j2. Sound values of isolated consonants. Point to each letter and ask thechild to tell you what sound “this letter makes: or give you a word thatstarts with this letter. Circle those not known.b c k j g t v d m h rp z l f n s u w y qu3. Short vowel phonograms blended with initial consonants. Check to seeif 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 recognizethem, or choose phonograms the child does know.) Point to each item andhave the child pronounce it. If an item is mispronounced, write themispronunciation about it for later analysis.mupzamtupsam con rit gam kondupvithon quam bupponwup jamnitfup lam yup4. Consonant blends plus short vowel phonograms. This and all subsequenttests follow the same procedure as test 3. Have the child pronounce eachitem, and write in any mispronounced words.brupsconplitskamslup twit drongramswisspupfronblitsnamglupclamtritflonsmamslupcronpritglup5. Consonant digraphs plus short vowel phonograms.chupshonthup whit phamshupwhon chon thon6. Vowel-Consonant-Silent e plus initial consonant.
7. 7. dake mime foletulemedetatefopeduteditesede 7. Long vowel digraphs.leatmiedboadtay ley moeteefbuelmoeslailbietoatmeeptayluebainleam8. R-controlled vowels.mertirhurdirferdarmortursardor bur9. Ending-blend phonograms.seltmextbasp mick dunchmulktandgoftsunchmimpkentmunkjungdulfbaftdilknoltsatchfodgehinkdispfoltnampdistgelfmondbant tingdastholffaskreptfelpnold bent 10. Ending-digraph phonograms.tathfashnichbaphdithsoshtachruph11. Alternate sounds of c and g.gapgity cot came gendcendgitcim12. Three-letter blends.splanchrinthrupschonstratscrupsquitspronchristhratscrisspronstrupsplupsquisschanshrat13. Diphthongs.dowdoydounddointdoydouddoilfown14. Silent Letters.talftambdemnfalm knop wridgnap
8. 8. knopghat word gnomphotpnippsin15. Multisyllabic words. Show division in responses with slash marks.bufflehotratrewantsuntingfendleinsergunpottlerembatrebarkbullingableminkfallrefizwissingwenkerfilmendlesubmarkableractionbundedmadsionStudent Copya S q I R h ks J d A f O Ul w z Q v X Bn H T b e G PV N j y K w fF r Z x L m OE o C D P g Ai M t u c Y dS j___________________________________________________________________________b c k j g t v d m h rp z l f n s u w y qumupzamtupsam con rit gam kondupvithon quam bupponwup jamnitfup lam yupbrupsconplitskamslup twit dron
9. 9. gramswisspupfronblitsnamglupclamtritflonsmamslupcronpritglup___________________________________________________________________________chupshonthup whit phamshupwhon chon thondake mime foletulemedetatefopeduteditesede___________________________________________________________________________leatmiedboadtay ley moeteefbuelmoeslailbietoatmeeptayluebainleammertirhurdirferdarmortursardor burseltmextbasp mick dunchmulktandgoftsunchmimpkentmunkjungdulfbaftdilknoltsatchfodgehinkdispfoltnampdistgelfmondbant tingdastholffaskreptfelpnold benttathfashnichbaphdithsoshtachruph___________________________________________________________________________gapgity cot came gendcendgitcimsplanchrinthrupschonstratscrupsquitspronchristhratscrisspronstrupsplupsquisschanshratdowdoydounddointdoydoud