Introduction
It is always crucial to use the data educators gather to inform both the content and the instructional delivery methods for learners. Additionally, data provides teachers with information about how well a lesson went, what needs to be repeated, and which methods can be used to improve student performance in the subject. Tracing the student’s progress in identifying sounds is essential in developing English language competencies, which is the instructor’s purpose.
In the Appendix, Table 1 presents the student’s progress in pronouncing and identifying different English sounds for other teachers. Table 2 features information on the same subject for students. The improvement in English is described during three lessons.
Identifying the Student
My student selection was based on my initial classroom observations. According to my teacher, this student moved to the town recently from another state and has been taking part in remote learning for the entire year. Some children in my current classroom became interested in this student because they are also English language learners, and this skill is vital for non-native speakers (Crosnoe et al., 2020).
I saw that this student struggled to identify which letter produced each sound in words and to hear all of the sounds while writing as a child. I saw that this kid was using an alphabet strip to help her find the letters that matched the sounds she was hearing while working on the text for her picture. There were images on this letter strip as well. When she wanted to write the word “plant,” for example, and she only heard the sound “t,” she would write the letter “t” for that word. She would only write the sound that she heard. The word would then be written by the teacher underneath.
Identified Learning Objective
During my initial classroom visit, I used my observations to identify a learning target. I also discussed the kindergarten criteria with my teacher and a reasonable objective for the designated student. I worked with her during the second observation to find out which letter sounds the identified student found challenging to write. During my observation, I also saw that this student required a reminder to use punctuation after her sentences, which was another kindergarten requirement (Cameron & Moss, 2020). I looked at the kindergarten standards using the data from the observations and identified two objectives that would work for my student.
Targeted Learning Activity
I began considering a learning exercise that would be interesting for students to complete as they were also learning letter sounds, after reviewing the standards and objectives. In addition to seeing the named student write, I observed that the student enjoyed playing video games. These actions made it easier for me to decide that assigning a game to the class would be an enjoyable and interesting exercise that would keep their attention (Cameron & Moss, 2020). To determine which letter sounds to focus on while also including sounds the student could readily identify, I conducted a pre-assessment before creating this task to identify which letter sounds the student had trouble remembering. Using the information I had, which indicated that she had difficulty with similar-sounding sounds, I designed an activity using pictures to help her identify letter sounds.
Collection, Organization, and Analysis of Data
Observations made during each field experience visit were used to gather data. I also employed a pre-assessment to ascertain which letter sounds the pupil could hear. This pre-assessment provided me with a foundation for the subsequent work. The primary assessment technique was when the learner correctly identified each letter. I used my alphabet strip to organize the data and marked it with a check mark. I used a different color each week to mark when a student recognized a particular letter sound (Luetjens et al., 2019). I examined the number of letter sounds the student knew, did not know, and could identify with some assistance to assess this data.
Upon reviewing the gathered data, I determined what needed to be addressed first. The data I gathered from observations during my field experience hours is the basis for the following charts. The final date on the chart corresponds to the lesson taught to the chosen student. I can share a bar graph with my colleagues and students’ families showing the various sounds letters make. Four categories, including stop sounds, continuous sounds, problematic sounds, and vowels, are used to group the letters. The student might be shown the second chart, a line graph, which displays their development in distinguishing between the various letter sounds. It is also possible to alter these charts so they show only the points, leaving the student to draw the line connecting them.
Collaboration and Partnership
In both cases, sharing the plan with co-workers, families, and students effectively promotes collaboration. Two data-tracking charts based on the data I collected during the lessons allow all stakeholders to understand the current students’ academic performance and track their learning progress in recognizing various sounds and writing them in English.
Conclusion
Identifying correct sounds is an essential competency for English language learners. It allows students to understand the meaning of the words they hear and to perceive the information correctly. The work on sound identification in the classroom is gradual, and progress is not immediate. There are three lessons during which the teacher helps the student distinguish different categories of sounds.
References
Cameron, C., & Moss, P. (2020). Transforming early childhood in England: Towards a democratic education. UCL Press.
Crosnoe, R., Bonazzo, C., & Ramos, A. (2020). The starting line: Latina/o children, Texas schools, and national debates on early education. University of Texas Press.
Luetjens, J., Mintrom, M., & Hart, P. (2019). Successful public policy: Lessons from Australia and New Zealand. ANU Press.
Appendix
Table 1. For Colleagues
Table 2. For Student
