The student, Evan, demonstrates the need for more practice on phoneme deletion, specifically deleting the final sound of a word. For example, during the assessment video, the student was asked to delete the final phoneme of “mice” which would give the sound “my” but instead he deleted the first phoneme which resulted in him saying “ice.”
A strategy I would use to improve phoneme deletion of the final sound would be to ask the student different words to take away the final sound from. For this strategy, I will be doing what the instructor was doing in the videos, which is sitting at a table with the student and going over how to delete final sounds. All I would need for this strategy is the student at a table with me where we can talk as well as a copy paper with the words, I will be using to ask the student to delete the final sounds from. I will start by saying “Okay Evan let's play a game where we take away sounds at the end of words, so for example, if I tell you the word Seed you say Seed.” The student will then say seed. “Then take away the “duh” at the end and it makes See. Did you hear that? We ended up with See, okay now it is your turn the word is coffee repeat,” they say coffee. “Now take away “e” at the end and we get cough. Okay now let’s try again.” As I am asking the student this, I will hold out both my hands and then take away a hand towards my body when I ask them to take away a sound. This strategy is effective by focusing only on the sound of a word the student will not have to worry about spelling since they will just have to focus on listening and speaking. As for the movement of my hands that are held out as I take away one hand it reinforces in the student's mind that they are taking away a sound as described in the TEKS used which is (b) Knowledge and skills.
(2) Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell. The student is expected to:
(B) demonstrate and apply phonetic knowledge by:
(iii) recognizing that new words are created when letters are changed, added, or deleted such as it - pit - tip - tap;.
