Reading Standard for Foundational SKills - Assignment Example

Reading Standard for Foundational Skills Affiliation: Develop a draft of a teacher-designed assessment, checklist, or rating scale that could be used to assess the skills identified in the performance objectives of the concept.Reading Standard for Foundational Skill-checklistKindergartnersGrade 1 studentsAnalysisYesNoModerateAnalysisYesNoModeratePrint ConceptsPrint Conceptsa)Follow words from left to right, top to bottom and page by pageRecognize the distinguishing features of a sentence (e.g.

first word, capitalization, ending punctuation).b)Recognize that spoken words are represented in written language by specific sequences of lettersc)Understand that words are represented by spaces in printd)Recognize and name all upper and lower case letters of the alphabetPhonological AwarenessPhonological Awarenessa)Recognize and produce rhyming wordsDistinguish long from short vowel sounds in spoken single-syllable wordsb)Count, pronounce, blend and segment syllables in spoken wordsOrally produce single-syllable words by blending sounds (phonemes), including consonant blendsc)Isolate and pronounce the initial, medial vowel and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant or CVC) words.

(This doesn’t include CVC’s ending with /I/, /r/, or /x/.)Isolate and pronounce initial medial vowel and final sounds (phonemes) in spoken single-syllable wordsd)Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new wordsSegment spoken single-syllable words into their complete sequence of individual sounds (phonemes)Explain how these tools might be adapted for younger and older studentsIn order to adapt the above tools and skills for older as well as younger students than the ones mentioned above, it is important to first of all identify the learning objectives of these students and the classes they are in.

The learning objectives are for example such as ones mentioned above about print concepts and phonological awareness. Younger students can be subjected to the same as they are yet to learn them but for the older students, the learning objectives should be much more advanced in terms of knowledge. The tool will also be longer as the learning objectives increases with the age of the students and their advancement in the level of education. However, for the younger students such as the one in pre-kindergarten, the list of objectives should be way smaller with only one or two items to be assessed by the teachers as they are still very young will smaller ability to understand and shorter memory span.

Would these tools be appropriate for assessing children Birth to Age 5/ Pre-K? K to Age8/ Grade 3The above mentioned tools in the checklist cannot be appropriate for assessment of children from birth to pre-kindergarten as they are very young and cannot understand what is being tested. However it is appropriate for those from kindergarten to grade 3 as they also hold similar learning objectives as the ones discussed above in the check list.For the children between births to pre-kindergarten, they should have their own set of simpler and way shorter learning objectives which would lead to shorter assessment and check lists for the teachers to examine.

This as explained above is because of their short memory span as well as ability to understand which is still developing. Most of the assessment tools for such children are just repetitive sounds and music among other simpler tools. ReferencesArizona Department of Education. (2013, October). Arizona’s College and Career Ready Standards: English Language Arts Kindergarten – 2nd Grade. Arizona: Arizona Department of Education.