Unit 3 Assignment

TASK ANALYSIS 1

Task Analysis

Student Name

Belhaven University-Jackson, Mississippi

September 16, 2017

TASK ANALYSIS 2

EDU 612 – Curriculum Planning and Organization Instructional Task Analysis

Grade Level: First Grade Subject/Course: Reading Standard of Emphasis: RF.1.2d Segment spoken single-syllable words into their complete sequence of individual sounds(phonemes). Detailed Description of Instructional Task: Students will be given six, colored counters. The teacher will say a word. For example, she may say the word “hop.” The students will segment the word “hop” into three separate sounds /h/ /o/ /p/. As they say each sound, they will pull down a colored counter that corresponds to each phoneme. Once they have segmented the word “hop,” they should have three counters showing. This allows the teacher to monitor for understanding even if this activity is done during whole group time. If more counters are present than sounds, the teacher can intervene and quickly address any problems. Once students have mastered CVC patterned words, they will be expected to segment words containing blends and digraphs. The same activity can be used as the skill level increases. Step 1: What is the academic purpose of this task? Content and context: what learning is expected from this task? Students will understand the process of breaking down a word into its individual components (phonemes). This helps students see how each individual sound plays an important role in creating words. If they can break the word apart, they will have a better understanding of how to blend the sounds to create the word. This will also assist them when print is added. The concept is the same. After ample practice, students should have a firm grasp on how to segment and blend spoken words. Adding print is much easier to understand when the proper amount of practice is given before the expectation is required. Step 2: What does someone need to know and be able to do to complete the instructional task successfully? *Students need to know the sounds of the letters of the alphabet. *They need to understand what a syllable represents. *Students need to understand the vocabulary associated with the task (initial, medial, final) Scaffolding Document: (n.d.). Retrieved September 17, 2017, from http://www.mde.k12.ms.us/ESE/ccr Step 3: Identify the standards that apply to this task – one content standard and one literacy [read/writing] standard. RF.1.2d Segment spoken single-syllable words into their complete sequence of individual sounds(phonemes).

List below the standards that are addressed, taught and assessed through this task:

TASK ANALYSIS 3

Addressed: Knowledge of letter sounds Examples of one-syllable words Vocabulary: initial, medial, final

Taught: Students will segment spoken words (single-syllable) into their individual sounds (phonemes).

Assessed: Students will segment spoken single-syllable words into their complete sequence of individual sounds with 80% mastery.

Reference

Mississippi Department of Education. (2016). Mississippi College and Career Readiness Standards for English Language Arts. Retrieved from https://www.mdek12.org/sites/default/files/Offices/ Secondary%20Ed/ELA/2016-MS-CCRS-ELA_20180724_2.pdf