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Getting Started: Assessment. Effective Teaching. Effective teaching cannot begin until you understand what children already know about words and what they are ready to learn. WTW p. 25. Informal Observations. Let’s look at Jake’s Writing Sample. Jake’s Writing.

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Presentation Transcript
effective teaching
Effective Teaching
  • Effective teaching cannot begin until you understand what children already know about words and what they are ready to learn.
  • WTW p. 25
jake s writing
Jake’s Writing
  • Many words are spelled correctly
  • Others are close
  • What does Jake know? What does he need to know?
  • What does he use but confuse?
  • Based on this sample, what stage might he be in?
how does what we know about reading help
How does what we know about reading help?
  • Reading/spelling are related but reading can be supported by contextual clues and pictures.
  • Within-Word Pattern spellers may read: shopping and bottle, but spell them: shoping and bottel.
  • If students can spell a word, then we know they can read it, it seldom works the other way around, except in the very early stages.
qualitative spelling inventory
Qualitative Spelling Inventory
  • Consist of lists of words that represent a variety of spelling features or patterns at increasing levels of difficulty.
  • Designed to assess knowledge of key spelling features that relate to the different spelling stages.
  • Lists include the orthographic features that help identify the stage and instruction.
  • Take it as you would a spelling test
  • Analyze results to obtain a general picture of their development.
use of inventories
Use of Inventories
  • Quick and easy to administer and score
  • Reliable and valid measures of what students know about words

Four basic steps:

  • Select an inventory based on grade/achievement level
  • Analyze spelling using a feature guide
  • Organize groups using a classroom composite to help plan instruction
  • Monitor progress by using inventory several times a year
select and administer
Select and Administer

Grade level:

  • Primary Spelling Inventory (PSI): K-3
  • Elementary Spelling Inventory (ESI): 1-6
  • Upper Level Spelling Inventory (USI): 5-12

Pay attention to whether list is too hard/easy

Set aside 20-30 minutes

Have them number the paper (for little ones, set it up ahead)

Be direct in your explanation: SEE PAGE 31

Split into small groups if necessary

Pronounce words naturally

Say each word twice and use in a sentence

select administer cont
Select/Administer Cont.

Move around the room and monitor:

  • Look for words you can’t read due to handwriting and have child tell you the letters
  • Note who is misspelling too many or not misspelling any
  • Make sure no one is getting frustrated or anxious
  • With younger, you can stop after 5 if they’ve spelled them all incorrectly
  • With older they may want to “save face” and keep going
score and analyze
Score and Analyze
  • Each word has a number of features that are scored separately
  • The feature guides will help you score in this manner
  • This analysis provides information regarding what students know and what they are ready to learn

Establish a Power Score:

Go through Jake’s and mark words right and wrong

Write the correct spelling next to each misspelled word

Put a power score on the test: # correct/ total # of words

  • See Table 2-2 on page 34 for Estimated Stage
scoring a feature guide
Scoring a Feature Guide
  • Feature guides help analyze student errors and confirm the stages suggested by the Power Score
  • The feature guides are included in Appendix A
jake s completed feature guide
Jake’s Completed Feature Guide
  • Look across from left to right
  • Instruction should begin where student first makes two or more errors on a feature
  • What does Jake know?
  • What is he using but confusing?
  • Where do we start instruction?
  • Which chapter in WTW would we find activities for Jake?
compare to jake s writing
Compare to Jake’s Writing
  • Spelling Inventory results should be compared to what we learn about students’ orthographic knowledge in terms of reading/writing.
  • We see similar strengths and weaknesses
  • Jake has mastered short vowels and attempts long-vowel and other-vowel patterns—this is what we would expect in Middle to Late Within-Word Pattern Spelling Stage
  • When Jake reads, he may confuse words like through and thought
  • These all offer evidence that we have identified his developmental stage and the features that need attention.