Amy Mangan

4/27/2016
AE

Jesus is a Hispanic kindergarten student. He is 6 years old. Jesus is an English Language

Learner. His native language is Spanish. He attended Pre-Kindergarten at a public elementary

school. He lives with his mother; however, his father is actively involved in Jesus daily

activities. Jesus attends before school tutoring five times a week, as well as after school tutoring

two times a week. Before school tutoring involves computer assisted instruction in reading and

math. After school tutoring focuses on letter names and sounds.

Jesus is a quiet, shy, and well-behaved student, who attends school regularly. Jesus

hardly spoke during the first semester of the school year. Jesus social skills are emerging and he

is beginning to make friends. Jesus is an identical twin. This may have had an impact on his

social development.

I conducted the following assessments: A Primary Inventory, Reading Survey, CORE

Phonics Survey, Alphabetic Assessment, Informal Reading Inventory, and ESGI (Educational

Software for Guiding Instruction).

While conducting the above assessments I learned the following about Jesus. Jesus

enjoys working with others. He enjoys multiple ways of learning new materials. He is interested

in learning about ninjas, dragons, and dinosaurs. Jesus likes to read out loud as well as being read

to. He does not like to work alone. According to the results from the CORE Phonics Survey,

Jesus scores indicate that both letter names/sounds and decoding words are at the intensive

level. In addition, Alphabetic Assessment indicated that Jesus is developing initial consonant

sounds and emergent in phonemic segmentation skills. ESGI (Educational Software for Guiding
Instruction) assessment correlates with previous assessments. Jesus struggled with initial and

ending sounds of words and blending sounds to read consonant vowel consonant words.

Informal Reading Inventory states that Jesus had progressed through stage one of the emergent

reading behavior checklist.

With conducting these assessment, I have learned that Jesus strength are letter names. He

is able to state the individual letter sounds, but is unable to blend the sounds together to create

words. Jesus is a determined student and is always willing to try. These assessments helped to

determine if Jesus will be prepared for first grade.

I selected this lesson on beginning and ending sounds based on the results from the

assessments. This is a kindergarten standard that should be mastered by the end of kindergarten.

Nevada Academic Content Standards RF.K.2d state students should be able to isolate and

pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-

vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.)

According to CORE Phonics Survey, ESGI, and Alphabetic Assessment, Jesus struggled

in the area of isolating sounds in consonant vowel consonant words. Jesus would benefit from

additional direct instruction in identifying and isolating sounds in consonant vowel consonant

words.
References
Cooter Jr., R. B., Flynt, E. S., & Cooter, K. S. (2007). Comprehensive Reading
Inventory. Columbus: Pearson.
CORE Phonics Survey. (2008). In CORE Phonics Survey.
District, C. C. (2014, May 6). Unwrapped Standards RF.K.2d. Retrieved from
Curriculum Engine : http://curriculum.wiki-teacher.com/unwrapView.php?
objectType=standard&objectId=688&groupId=2
ESGI. (2016, February 15). Retrieved from ESGI - One On One Assessments Made
Easy: https://www.esgisoftware.com/