As the end of the term approaches, I take a moment to reflect on the progress we’ve made throughout this successful period of teaching and learning. It has been a time filled with growth and achievement, both for myself as an educator and for the students. We have worked hard together, fostering a positive and engaging learning environment, and I am proud of the progress each student has made.
The following provides an overview of the progress and achievements of each student after 10 weeks of instruction and completion of Taumata 1.Student Summary: MA has a strong foundation in phonological awareness and letter-sound recognition, excelling in Initial Phoneme Identity. He achieved a perfect score of 100% in Set 1 letter sounds, but Set 2 shows a slightly lower score of 76%, indicating the need for further practice. Focus on Set 2 sounds, phoneme blending, and non-word reading and spelling will help enhance his reading and writing skills.
Student Summary: JJ has strong foundational phonological awareness, especially in identifying initial phonemes, and performs well in Set 2 letter sound recognition. However, improvement is needed in Set 1 (75%) and in applying phoneme-grapheme relationships to read unfamiliar words, as shown by his non-word reading (47%) and spelling (65%) scores. With focused support, JJ can strengthen these areas and further develop his literacy skills.
Student Summary: LA has a solid foundation in phonological awareness and letter-sound knowledge. Her letter sound recognition is strong, however, she is still developing her ability to blend phonemes.To support LA’s progress, focusing on explicit teaching of phoneme blending through activities and repeated practice would be beneficial as it will help strengthen her ability to decode unfamiliar words.
Student Summary: NWA achieved excellent results in identifying initial phonemes and has mastered letter-sound recognition for both Set 1 and Set 2 (100%). She has a solid understanding of the basic building blocks of reading and writing.
Her performance in non-word reading and non-word spelling shows she is developing her decoding and encoding skills. These results suggest she can apply her phonics knowledge to unfamiliar words with growing confidence.
My Next Steps:
MA - reinforcing Set 2 sounds, phoneme blending, and non-word reading and spelling to further enhance his literacy abilities.
JJ -. Focused teaching in non-word reading and spelling will help develop his ability to decode unfamiliar words and build overall literacy confidence.
LA-Her decoding abilities will be supported through explicit instruction and repeated practice in blending skills, with a focus on activities that strengthen phoneme blending
NWA- Practice in non-word reading and spelling will strengthen her developing decoding and encoding skills, boosting her confidence in applying phonics to unfamiliar words.
