6E-6.9 Check for Understanding_ PASS Data_ TRA ESC R10 Cohort 3 Dual June 2023 ELAR Blended EOBY3

6E-6.9 Check for Understanding: PASS Data Due No due date Points 100 Questions 5 Time Limit None Allowed Attempts Unlimited Instructions Attempt History Attempt Time Score LATEST Attempt 1 2 minutes 100 out of 100  Correct answers are hidden. Score for this attempt: 100 out of 100 Submitted Dec 27 at 8:04pm This attempt took 2 minutes. Instructions As you have learned, phonological-awareness assessments provide data on a student’s phoneme proficiency. They help you determine when students may require targeted support to develop specific skills. This quiz will check your understanding of phonological-assessment data and how it informs instruction. Take the Quiz Again As part of an informal assessment of students' phonological-awareness skills, a kindergarten teacher meets with individual students and says, "We're going to play some word games.” The teacher takes the students through a series of word activities over multiple sittings. Before beginning a task, the teacher models the task and helps the student practice the procedure using the practice words. After meeting with Grace, one of her students, the teacher reviewed students' performance and notices that several students performed similarly on the assessment. A representative sample of their assessment results is shown below.

Phonological Awareness Skills Screener (PASS) Results Task Correct Word Discrimination 10/10 Rhyme Recognition 10/10 Rhyme Production 6/10 Syllable Blending 9/10 Syllable Segmentation 8/10 Syllable Deletion 10/10 Phoneme Recognition 10/10 Phoneme Blending 0/10 Phoneme Segmentation 0/10 Phoneme Deletion Basic Syllable 0/10 20 / 20 pts Question 1 Given the information provided, which of the following student activities would be most appropriate for the teacher to include when planning differentiated instruction to promote Grace’s growth in phonological awareness? Identify and match pictures that represent words with the same beginning sound. Clap the syllables of each classmate's name.

hole: pole, clock? pole street: nap, meet? meet show: toe, plane? toe fast: race, last? last shark: dark, pork? dark mouth: north, south? south ringing No response money "I don't know." stamp nap 20 / 20 pts Question 3 Which of the following activities would be most appropriate to support Grace with rhyming? Lay out a picture and have Grace match the pictures that rhyme. Show Grace three pictures and have her point to the one that doesn’t rhyme with the others. Read a rhyming book to Grace and have her practice generating simple rhyming words that follow a CVC pattern. Show pictures of multisyllabic words and words that end with the same blends and have Grace practice generating rhyming words.

Syllable Blending 10/10 Words Student Response snow… man snowman sun…set sunset jump… ing jumping can…dle candle ho…tel hotel bas… ket…ball basketball po… lice… man policeman kin… der… gar…ten kindergarten he…li… cop…ter helicopter hip… po… pot…a… mus hippopotamus Syllable Segmentation 8/10 Words Student Response hotdog hot-dog baseball base-ball doorbell door-bell funny fun-ny camping cam-ping elbow el-bow computer com-pu- ter radio ra-di-o transportation trans-por- ta-tion vacationing va-ca-tio- ning Observe the following syllable data for Grace. Syllable Deletion 10/10 Words Student Response pancake but don’t say cake pan starfish but don’t say fish star haircut but don’t say hair cut

Grace would benefit from intensive intervention in syllable blending and segmenting. Grace no longer needs ongoing practice with syllable tasks. Phoneme Recognition 10/10 Words Student Response boy /b/ sun /s/ car /k/ fish /f/ horse /h/ nest /n/ apple /a/ jump /j/ shoe /sh/ chop /ch/ Observe the following phoneme data for Grace. 20 / 20 pts Question 5 As you noticed in Grace’s data, she was highly successful with phoneme recognition tasks. In further testing, she could not complete phoneme blending, segmenting, or deletion tasks. Which of the following would be an appropriate next step to take?

Engage in advanced phonemic awareness in strategic intervention. Explicitly model phoneme blending of two-phoneme words, providing opportunities for guided and ongoing practice. Explicitly model phoneme segmenting of two-phoneme words, providing opportunities for guided and ongoing practice. Say a word, have Grace segment the phonemes in the word, and practice spelling as she segments the phonemes. Quiz Score: 100 out of 100