Farmer, Lashelle

06 June 2016
RED 6314
Phonics
1. Phonics Inventory:

2. Phonics Lesson:
The students participated in a phonics inventory. I explained to the students that they
would be reading a series of words. I told them that some of the words may be difficult, but to try
their best to sound out the words. I had the students read the words from the Phonics Inventory
list (see above). The words marked with a check means that the student read the word correctly.
The words with an x means that student read the word incorrectly. On the line next to the
incorrect words, I wrote what the student said the word was. If the students did not respond
within five seconds, I supplied the word for them.
According to the phonics inventory, both students showed the ability to accurately read
three-letter short-vowel pattern words. Student #1 (K.E.) highest level was short-vowel patterns.
Student #2 (E.J.) highest level was short vowels with clusters. Both students showed a high level
of phonics ability means they are able to decode when reading text on their grade level
(Kindergarten). The students are able to handle reading independently and apply phonics to their
reading. As beginning readers, this independent practice helps them to build the connection
between symbols and sounds. The Phonics Inventory helped me to assess where the reading level
of the students were. Based on their results, I am able to individualize phonics instruction.

Based on the findings, I had the students participate in a lesson using a phonics sandwich
word game. This word game helped them with their phonics skills by having them blend sounds
and create words using these blended sounds. Before we began the game, I explained the rules to
them. The bag contained beginning word parts. I first modeled to the students how to play the
game. Each student then took a turn to reach into the bag, without looking, and picked one of the
beginning word parts. If the student picked a sandwich piece that was bitten, they lose a turn.
After picking a blended sound part, they had to say the sound. They would then show the other
student, in which the other student had to repeat the sound. The student who picked the sound
part had to come up with a word that began with that sound. I asked the students, What word
can you think of that begins with this sound? Does that word begin with that sound? I would
then tell the students if the word that came up with was correct or incorrect. I had both students
write down each others words on a piece of paper. After six turns, I ended the game. The words
that the students came up with included long vowel sounds, and short vowel sounds. By using
this game, both students were able to practice the skills they needed according to their phonics
inventory. As an extension activity, I had the students pick a word from the list of words they
created and draw a picture to represent that word. By doing this, the students were able to gain
full use of phonics skills, and apply them in a writing activity.

3. Photographs: