I have attached the PAST Assessment and Analysis and other materials so you please review them very carefully before you can fix regarding the feedback. If you are not sure you know how to do it, please read Chapter 11 instructions for the PAST.
For feedback from my professor: Please focus the remainder of your discussion in the analysis on these aspects of the assignment below.
Focus on Elementary “BP” PAST test Case Study Data. This is a first-grade student who has been diagnosed with Dyslexia. He is receiving systematic and explicit phonemic awareness and phonics instruction daily. He also has some articulation concerns and was receiving speech and language intervention prior the pandemic closures. Watch the two videos for PAST Test Form A and Form B: https://www.youtube.com/watch?v=DX9YXessfm4 and https://www.youtube.com/watch?v=tzM8cGTCj5E.
These videos are fully and accurately captioned. I would recommend slowing the play speed. This can be done by clicking on the gear for settings and click playback speed.
1.) If the students reach one less than the total, they have reached an accuracy and these levels will not need instructional attention
2.) Identify the lowest level that the student needs instructional attention for both accuracy and automaticity
3.) Once you have identified these levels, refer to THIS CHART (see attached) and determine to identify what level of the Phonological Progress the student is operating in (Early Phonological Awareness (Basic Syllable and Onset Rime levels); Basic Phonemic Awareness; Advanced Phonemic Awareness)
4.) Discuss the expected level for the student’s grade and identify if the student would be a candidate for phonological awareness intervention beyond what should be included in whole-class instruction.
5.) Refer to Kilpatrick’s table for expected achievement ranges (attached document) table and identify if your student is matching performance in Typically Download Typically Achieving Readers (see attached)
“If your students’ performance matches the Low Achieving Readers, it suggests that phonological awareness may be a concern. If a student’s level is lower than is listed in that column then phonological awareness problems are very likely. In either case, those students will require training beyond what they may be receiving in whole-class instruction” (Kilpatrick, 2018)
6.) Develop a set of activities for each level that will target these skills. PLEASE watch this video for minutes 1-18:00 for an excellent description of systematic and explicit phonemic awareness work – https://www.youtube.com/watch?v=9jmMkNMohBY
Assignment Submission
Submit a scanned copy of your completed PAST test record (see attached and please re-fix it)
Submit a 2-page (maximum) narrative analysis (see attached and please re-fix it)
1.) Identifying what level of the phonological progression the student is operating in both accuracy and automaticity on the chart
2.) Explain what specific phonological skills represented in the progress that the student has demonstrated proficiency with and what skills the student must acquire
3.) Describe an evidence-based instructional activity aligned to the level of the phonological progression that aligns to the where the student is currently operating. Include a list of at least 10 auditory targets that align to the student’s current level for your student. This activity will inform the activity that you can expand or adapt for the final instructional unit.
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