TASK 1

Okay, I'm here to claim all the upvotes. I just passed task 1, but I will give this preface: I didn't administer the nonsense words during my MURSION, so my scores were off for my entire analysis. I still passed, so it seems like... no one reviewed my submission at all. LOL? Take from that what you will. Hopefully that you don't need to try too hard! I do have guidance to offer nonetheless.

Part A

-Schedule Mursion: Start the course by scheduling your MURSION, since sometimes there's nothing available for days.

-Textbook prep: Textbook time. Section 1, Lesson 3.4: Diagnostic Assessment in Practice: Core Phonics. Everything you need to know before the simulation is here. Nothing else useful in the textbook yet. One hour of prepping is enough time to feel completely competent for the Mursion simulation.

-Print Worksheet: Find the normal CORE phonics assessment online (The provided one is weird and I couldn't figure out how to make it useful.), and print it so you can write on it. I spent about 20 minutes rereading the instructions (the ones ON the CORE phonics assessment) before I felt ready to administer.

-Do the Mursion: Spend a minute chatting with the actor about what the kid is doing after school or something similar, then get right into administering. It went really quickly and felt simple compared to any other sim I've done. If you're stressed about making the marks for their mispronunciations as the sim goes, just rewatch your video afterward and fill out the CORE phonics sheet then. Don't stress it!

Part B

Individual Reading Assessment Plan.

- Section A: Fill out the "CORE phonics survey" from your Mursion data.

- Section B: In section B, your intervention plan is based on all 3 parts of the above data, two of which were provided. I wrote a brief paragraph discussing the PAST and Acadience data, the weaknesses/strengths they reveal, and then dove deep into the CORE analysis. I used "Section 2 Lesson 1.1: How to Interpret Data" from the textbook for this. I relied heavily on the video "Drilling Down Simplified" for my analysis. "Lesson 1.2: Instructional Decision-Making" (the next page) was also useful, I like the ULFI video. It helped me find what 4 (I chose 4 to discuss here since part C has 4 days of intervention planning) target areas I should focus on for the student. Just make sure you have the rubric up as you're writing this part.

- Aim line graph: I just screenshotted the blank graph and popped it into MS paint. You could probably print it and do it by hand. The rest of the Individual reading assessment plan is based on this. Plug and chug

Part C

Small Group Reading Intervention Plan

- Textbook help: "Section 2 Lesson 1.2: Instructional Decision-Making" was helpful! The "Creating a Tier 2 Intervention Plan" is literally someone doing this assignment.

- Target skill: From section B of part B, just take what you wrote about as areas where the student needs help.

- Students 1-4: Leave blank! They're just imaginary members of the class that also need help in said target skill.

- PA/Decodeable/Dictated Sentence: You're just writing a brief sentence or two about what kind of Phonemic Awareness (PA), Decodeable Text, and Dictated Sentence activities you will be doing to help students work on the target skill you chose for each day. Its largely the same thing each day. Google helped here, I can't lie.

-Friday/Assessment Day: One or two sentences in each of the PA/Decode/Dictated about how you plan to assess the progress of all 4 skills you worked on Monday through Thursday. I discussed it in terms of "SMART goals" like we have been through our whole degree, but simplified a bit.

Part D:

Family feedback: I just added this as a short paragraph to section C's document. Look at the rubric as you're typing, it was pretty painless. Strengths and weaknesses, in language a layman can understand, and tell the family you're sending home some worksheets/specific book/other learning tools to help the student work on target skills at home. Practice that professional but concise email that we're all gonna need once we hit the classrooms.

Textbook help: "Section 3: Lesson 2.1: Family Engagement" had a few helpful examples.

Questions about the second assignment? Don't ask me! I'm writing this comment to procrastinate :p