Re3030 spelling assignment spring 2012
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RE3030 Spelling Assignment Spring 2012 PowerPoint PPT Presentation


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RE3030 Spelling Assignment Spring 2012. Group Members Bobby O’Hern Callie Herring Kayla Yacobi. Part 1: Classroom Assessment (QIWK)—Background. Classroom: Mr. Lail’s 5 th Grade class Number of students: 17 students QIWK Lists: Lists III, IV, and V

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RE3030 Spelling Assignment Spring 2012

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Re3030 spelling assignment spring 2012

RE3030 Spelling AssignmentSpring 2012

Group Members

Bobby O’Hern

Callie Herring

Kayla Yacobi


Part 1 classroom assessment qiwk background

Part 1: Classroom Assessment (QIWK)—Background

  • Classroom: Mr. Lail’s 5th Grade class

  • Number of students: 17 students

  • QIWK Lists: Lists III, IV, and V

  • How is spelling taught in class: Spelling is not taught directly, but instead, is incorporated into all other subject areas. “Spelling” words may simply be vocabulary pulled from the text. Students become familiar with these terms by repeatedly encountering them in reading passages and assignments.


Part 1 qiwk findings word study grouping

Part 1: QIWK Findings—Word Study Grouping


Part 2 individual assessment background

Part 2: Individual Assessment –Background

  • Kid’s name: Corey

  • Grade: 2nd

  • Sex: Male

  • Other Info: Corey receives services for speech. When tested, he scored very low but is clearly capable of reading at and above grade level. Corey has a brother with Autism who requires a lot of attention (this may be a contributing factor for his low reading score).


Part 2 individual assessment passage reading findings

Part 2: Individual Assessment –Passage Reading Findings

Instructional Level: 2nd Grade

“Gray Area” Level(s): N/A

Frustrational Level: N/A


Part 2 individual assessment observations

Part 2: Individual Assessment –Observations

  • Surprisingly, Corey performed exceptionally well on all of the passages. What we observed certainly didn’t match what was on paper.

  • Although quiet, Corey seemed eager to “help” us and was a confident reader. Usually, he was able to quickly pick out his mistakes as he was reading. These mistakes were those typical of many readers and included skipping over words or substituting one word or phrase for another.

  • Not only was Corey able to read the passages well, he was also able to retain a good deal of what he was reading. When we asked him to provide us with a summary of what the passages were about, he not only covered all the main points, but was sometimes able to recall specific lines as they occurred in the text.

  • Corey displayed a solid reading rate throughout all of the passages. In the very last passage he stumbled or hesitated in a few spots, which effected his overall time.


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