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May
The children have made tremendous progress along our phonics and Heggerty journey. Below you will find samples from the beginning, middle and end of the school year from a child who is below benchmark, on benchmark and above benchmark. All three children show a year of growth and a great deal of change over time.
Lucas is a striving learner. In September, Lucas did not know most of his letters or their sounds. He was not yet connecting letters and sounds when attempting words.
In early March, Lucas was then able to use letter sounds to make words. He was using beginning sounds and most ending sounds correctly, and able to choose the correct short vowels in some cases.
Finally, his How-To book shows development in hearing and writing more sounds in words. He is now using medial consonant sounds, blends and digraphs in his writing. This is significant change over time. In Reading, Lucas is able to read decodable text with automaticity most of the time. He is able to read text with non decodable words. Lucas is working towards reaching benchmark in reading and writing.
In September, Arielle knew some of her letters and sounds. She was writing familiar words, but not yet attempting words using letter sounds she may have had at that time.
In September, Arielle knew some of her letters and sounds. She was writing familiar words, but not yet attempting words using letter sounds she may have had at that time.
In March, Arielle had acquired almost all consonant letter sounds and some short vowel sounds. She is using primary consonant sounds when encoding. She is using short vowel sounds correctly some of the time. Arielle is reading decodable text with ease and books that contain words with irregular phonemes.
In March, Arielle had acquired almost all consonant letter sounds and some short vowel sounds. She is using primary consonant sounds when encoding. She is using short vowel sounds correctly some of the time. Arielle is reading decodable text with ease and books that contain words with irregular phonemes.
In May, Arielle is making CVC words with ease. She is writing words with beginning, end and medial consonant sounds. Some words begin with consonant blends and digraphs. Most of her words contain vowels. In reading, Arielle has made benchmark. She is able to read patterned text, deocodable and non decodable words using various startegies.
Jason came into kindergarten with nearly all consonant sounds. He was attempting words using sound spelling. His words were comprised of mostly consonants and some vowels.
Jason came into kindergarten with nearly all consonant sounds. He was attempting words using sound spelling. His words were comprised of mostly consonants and some vowels.
In March, Jason is able to write words with beginning, medial and ending sounds. He is using CVC words regularly and sound spelling words with irregular phonemes sensible. He is using blends and digraphs correctly. Jason has surpassed the March reading benchmark. He is able to decode multisyllabic words and use startegies with ease. He is reading with fluency.
In March, Jason is able to write words with beginning, medial and ending sounds. He is using CVC words regularly and sound spelling words with irregular phonemes sensible. He is using blends and digraphs correctly. Jason has surpassed the March reading benchmark. He is able to decode multisyllabic words and use startegies with ease. He is reading with fluency.
Jason is writing multiple ssentences across many pages. He is able to write CVC words as well as CVCV words correctly most of the time. He is using beginning and ending blends and digraphs. Jason is reading an Instructional F with fluency and his comprehension is strong. Jason has really taken off in all areas of literacy.
Conclusion
Intentional and meaningful phonics instruction using various modalities has proven to be an effective tool in the building of early literacy skills in the areas of reading and writing. My children came into kindergarten in many different places in terms of development and had diverse pre-K experiences. However, at this time, most children have met or surpassed the kindergarten benchmarks for both reading and writing. Phonics instruction, including Heggerty and the TC Phonics units of study, coupled with learning/play experiences, has been instrumental in their development this year.
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