An analysis of Suzie’s data presents significant intuitions associated with literary skills. The information indicates her ability to selectively identify and manipulate all the expected literary skills. A review of the data demonstrates that the student has efficient phonemic awareness. This intuition is presented when Suzie is able to identify all the sounds correctly, either individually or collectively. For example, Suzie is able to highlight the consonant blends in the word ‘mond’ as presented in the consonant blends category. Magulod Jr. (2018) supports this insight and further points out that learners often exhibit literary skills when they can internalize how the letters sound. The learner can demonstrate fluency and spelling in the pronunciation of the words by pointing out the precise segments that are crucial to determine the exact pronunciation of the word.
Considering the basic phonic skills, it can be argued that Suzie understands the consonant blends as per her age. This concern is evident in her ability to determine the exact sounds in any given the word where the consonant blends are embedded. According to International Literacy Association (2019), if a child is able to highlight the specific consonant blends, long vowels, and consonant digraphs, they can comprehend basic phonic skills, as is the case with Suzie evident in her ability to understand phonology. Besides this, the student is learning to understand long vowels, particularly those associated with the sound /e/. The phase of literary development that the student is in at the moment is the fluency, phonological and phonemic awareness, and phonics stages. The child demonstrates all these phases simultaneously, and they appear to overlap because she is attempting to learn all these aspects simultaneously. In this case, Suzie is able to illustrate fluency and phonological awareness by her ability to differentiate various vowel sounds in different words like pab, whob, and mape, among others.
Plan for Instruction
The next plan for instruction for the student will focus on helping the child understand vowel-consonant and consonant-vowel consonant sounds. According to the report, it is evident that the learner has significant difficulty understanding CV and CVC sounds. Zulaypoyeva (2021) suggests that one strategy that can be adopted to help the student learn this is by adopting the personal-response approach. This strategy fits the learner because it encourages the student to relate the sounds with their personal experiences and their surroundings. Using this strategy, I expect the student to develop better consonant blends since it was her weakest area. I will use my knowledge of literary skills and the assessment to assess the specific areas where the student requires help. As an instructor, I will use visuals and manipulatives to help advance instruction and a general understanding of the student. The visuals will involve note sketching and picture analysis, which will include talking about a given picture before starting the instruction process.
Reflection – Collaborative Solving
Collaborating with my peers and instructors was critical in supporting my analysis and plan for literary instruction. More specifically, I was able to gain the necessary strategies that are effective in analyzing literary skills among learners. For example, the collaboration helped me determine that learners’ literary skills can be analyzed by focusing on their syntax and fluency. According to Muthmainnah et al. (2020), understanding the capabilities of the learner’s literary skills will play an essential role in planning for instruction. As a result, I will develop the right approach for literacy instruction depending on the capabilities of the student and areas that require improvement.
References
Magulod Jr, G. C. (2018). Innovative learning tasks in enhancing the literary appreciation skills of students. Sage Open, 8(4), 2158244018820382. Web.
Muthmainnah, A. R., Atmowardoyo, H., Salija, K., & Asrifan, A. (2020). Literary work as teaching materials: A study of students and lecturers needs analysis. Solid State Technology, 63(5), 394-407.
International Literacy Association. (2019). Literacy leadership brief: Meeting the challenges of early literacy phonics instruction. Web.
Zulaypoyeva, G. (2021). Methods of formation and improvement of literary analysis skills in primary school students. In Archive of Conferences.