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This kindergartener was assessed on sections A-E of Core Phonics.

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LETRS Basic Spelling Inventory--Kindergarten students should be assessed on the first 5-8 words only. This student was assessed only on the first 5 words which are mud, nap, set, fog, and rib.

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This student was assessed with the onset sounds, letter sounds, word segmenting, and nonsense word probes.

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Heggerty Phonemic Awareness Assessment for Kindergarten 

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Heggerty Phonemic Awareness Assessment for Kindergarten 

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The student highlighted in this case study likes to read animal books, specifically snakes and cheetahs. He enjoys working with a group. He is working on decoding CVC words and is practicing blending, segmenting, and building CVC words. During independent reading time, he has trouble focusing on his reading. He gets distracted when he is not working in a small group.

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Summary of Team Observations and Instructional Steps

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Summary of Team Observations and Instructional Steps

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Student enjoys working with others and in a group. His trouble with focusing on independent reading could correlate with lack of confidence in his reading skills.

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-Page 1: Has most onset sounds in words. He can hear the sounds and write the sounds for onset.
-Page 2: Student is missing sounds for n, c, k, x, qu.
-Page 3: Student does not isolate blends in segmentation and is missing discrete final sounds such as: -mp or -nd

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LS: Knows all short vowels, some consonants inconsistent.
WS: cannot separate blends but does well with CVC.
NW: Gets most vowels, but random when it comes to to correctly reading beginning or ending sounds correctly. The missed letters do line up with the missed in LS. Spring goal is 9 and he only got 3 so needs practice.

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Student needs to solidify letter names and sounds.

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Student needs to solidify letter names and sounds.

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Inconsistent hearing/writing onset sounds.
Confusion with writing b/d but can recognize the distinct sounds.

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The student needs support in letters and sounds in isolation and the application of the sounds in CVC words (how to blend those sounds together).

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Student needs to work on blending / phonemic awareness with a specific focus on CVC letters and medial sounds (letter e) and ending sounds , noticed needed more helped with voiced letter knowledge, and b/d reversal. Would probably use magnetic letters and an orthographic mapping box to help student and since they use tools (noticed in writing) we would add a b/d tool to help student.

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This student still needs work with letters and sounds. This is evident with b/d reversals.

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Yes, WR is a weakness.  Need to work on letter & sound recognition and spend time understanding how CVC real/ non-sense words work and have that as a goal for this student.

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Core phonics echos the results that were obtained from FAST BRIDGE.   The student needs to strengthen their letter/ sound ID knowledge and begin working on CVC word blending.
Heggerty drills in deeper to phonics skills that could be worked on in small groups, beginning with the more emergent skills first.