1 / 8

RE3030 SPELLING ASSIGNMENT SPRING 2012

RE3030 SPELLING ASSIGNMENT SPRING 2012. GROUP MEMBERS: RUTHANN CREWS SHELLY FURR LISA LAIL. PART 1: CLASSROOM ASSESSMENT (QIWK)—BACKGROUND . Classroom: 2 nd Grade Number of students: 14 QIWK Lists: I, II, and III

kenda
Télécharger la présentation

RE3030 SPELLING ASSIGNMENT SPRING 2012

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. RE3030 SPELLING ASSIGNMENTSPRING 2012 GROUP MEMBERS: RUTHANN CREWS SHELLY FURR LISA LAIL

  2. PART 1: CLASSROOM ASSESSMENT (QIWK)—BACKGROUND Classroom: 2nd Grade • Number of students: 14 • QIWK Lists: I, II, and III • How is spelling taught in class: This school uses the Letterland Program.

  3. PART1: QIWK FINDINGS—RANK ORDER TABLE

  4. PART 1: QIWK FINDINGS—WORD STUDY GROUPING 2nd 3rd Gavin Hannah Jude Nicholas Holt Roman Carleigh Elizabeth 3rd Meghan Halle Gracey Anna Travis Ella *

  5. support for within word pattern stage • Jude, Holt and Roman had each reached the frustration level of instruction by List III. Roman had reached the frustration level of instruction by List II. • Each student appears to be at the Within Word Pattern Stage of spelling. • All three students were able to correctly spell one syllable short vowel words (i.e. bed), use correct blends (i.e. drop/trap/bump) and digraphs (i.e. ship) from list I. • Holt and Roman were able to correctly spell preconsonantal nasals (i.e. bump). • All three students spelled train correctly with the long vowel marker “i”. • Each of these students continues to use but confuse long vowel patterns as in the way they spell the word scream (i.e. Jude-screem/Roman-screm).

  6. PART 2: INDIVIDUAL ASSESSMENT –BACKGROUND • Student’s name: L.T. • Grade: 3rd • Sex: Male • Other info: This student is ELL and EC.

  7. PART 2: INDIVIDUAL ASSESSMENT –PASSAGE READING FINDINGS Yes 98% 105 96% 105 Yes 96% 94% 77 77 Yes 67 89% Yes Primer 1 - 2 2nd

  8. This student has difficulty reading “R” controlled vowels, vowel contrasts and blends. This student confuses the pronunciation of ‘c’ compared to ‘s’. This student lacks confidence as a reader and is intimidated by grade-level and chapter books. PART 2: INDIVIDUAL ASSESSMENT –OBSERVATIONS • This is an ELL student whose family members speak and read only Spanish. Therefore, there is a lack of support at home for the English basedhomework. • This child has experienced extreme trauma in his home life.These negative experiences could be a link to his lack of success in reading and spelling.

More Related