WGU D689 Task 2: Study Guide|Latest Update with
complete solution
1. Understanding Task 2
Task 2 focuses on demonstrating your ability to:
1. Administer a literacy assessment.
2. Analyze the assessment results to identify a student’s needs.
3. Design and implement an evidence-based intervention.
4. Reflect on the intervention and student progress.
5. Provide recommendations for continued literacy development.
2. Task Requirements and Key Components
A. Administering a Literacy Assessment
You will administer a literacy assessment to a student to evaluate specific literacy skills.
This may include:
o Phonemic awareness
o Phonics
o Fluency
o Vocabulary
o Comprehension
Steps to Follow:
1. Select an appropriate assessment:
o Example: Use a running record to assess fluency or a phonics inventory for
decoding skills.
2. Administer the assessment in a controlled environment.
3. Collect accurate and detailed data.
Tips:
Record the session or take detailed notes for future reference.
Ensure the assessment aligns with the literacy area you aim to address.
B. Analyzing Assessment Results
Analyze the data you collected to identify the student’s strengths and weaknesses.
, Focus on trends or patterns:
o Are there consistent errors in specific areas (e.g., vowel sounds, comprehension
questions)?
o What does the data suggest about the student’s overall literacy development?
Example of Analysis: "The running record showed that the student reads at 70 words correct
per minute, which is below the expected rate of 90 WCPM for their grade level. Errors were
frequently made on words with digraphs, indicating a need for explicit phonics instruction."
C. Designing and Implementing an Intervention Plan
The intervention should directly address the weaknesses identified in the assessment.
Plan Structure:
1. Identified Need:
o State the specific literacy skill that requires improvement.
o Example: "The student struggles with decoding words containing blends and
digraphs."
2. Evidence-Based Strategy:
o Choose strategies supported by research.
o Example: "Use word sorts with a focus on digraphs (e.g., 'sh,' 'ch,' 'th')."
3. Implementation Details:
o Include the frequency, duration, and materials needed.
o Example: "The student will complete 15-minute sessions, three times a week,
focusing on blending and decoding activities."
4. Progress Monitoring:
o Outline how progress will be measured.
o Example: "Weekly phonics checks using word lists to track accuracy and speed."
D. Reflecting on Intervention Effectiveness
Reflect on the intervention process and its impact on the student’s literacy skills. Address:
1. What Worked:
o Which strategies were successful, and why?
o Example: "The repeated reading activity improved the student’s fluency, as their
WCPM increased by 15 words over two weeks."
2. What Didn’t Work:
o Discuss challenges or areas where progress was limited.
o Example: "The student remained inconsistent with recognizing digraphs,
requiring more targeted support."
complete solution
1. Understanding Task 2
Task 2 focuses on demonstrating your ability to:
1. Administer a literacy assessment.
2. Analyze the assessment results to identify a student’s needs.
3. Design and implement an evidence-based intervention.
4. Reflect on the intervention and student progress.
5. Provide recommendations for continued literacy development.
2. Task Requirements and Key Components
A. Administering a Literacy Assessment
You will administer a literacy assessment to a student to evaluate specific literacy skills.
This may include:
o Phonemic awareness
o Phonics
o Fluency
o Vocabulary
o Comprehension
Steps to Follow:
1. Select an appropriate assessment:
o Example: Use a running record to assess fluency or a phonics inventory for
decoding skills.
2. Administer the assessment in a controlled environment.
3. Collect accurate and detailed data.
Tips:
Record the session or take detailed notes for future reference.
Ensure the assessment aligns with the literacy area you aim to address.
B. Analyzing Assessment Results
Analyze the data you collected to identify the student’s strengths and weaknesses.
, Focus on trends or patterns:
o Are there consistent errors in specific areas (e.g., vowel sounds, comprehension
questions)?
o What does the data suggest about the student’s overall literacy development?
Example of Analysis: "The running record showed that the student reads at 70 words correct
per minute, which is below the expected rate of 90 WCPM for their grade level. Errors were
frequently made on words with digraphs, indicating a need for explicit phonics instruction."
C. Designing and Implementing an Intervention Plan
The intervention should directly address the weaknesses identified in the assessment.
Plan Structure:
1. Identified Need:
o State the specific literacy skill that requires improvement.
o Example: "The student struggles with decoding words containing blends and
digraphs."
2. Evidence-Based Strategy:
o Choose strategies supported by research.
o Example: "Use word sorts with a focus on digraphs (e.g., 'sh,' 'ch,' 'th')."
3. Implementation Details:
o Include the frequency, duration, and materials needed.
o Example: "The student will complete 15-minute sessions, three times a week,
focusing on blending and decoding activities."
4. Progress Monitoring:
o Outline how progress will be measured.
o Example: "Weekly phonics checks using word lists to track accuracy and speed."
D. Reflecting on Intervention Effectiveness
Reflect on the intervention process and its impact on the student’s literacy skills. Address:
1. What Worked:
o Which strategies were successful, and why?
o Example: "The repeated reading activity improved the student’s fluency, as their
WCPM increased by 15 words over two weeks."
2. What Didn’t Work:
o Discuss challenges or areas where progress was limited.
o Example: "The student remained inconsistent with recognizing digraphs,
requiring more targeted support."
