Laura McCormick Dr.

Casey 9 March 2014 Word Study Assessment Paper The purpose of this assessment was to evaluate a students spelling. They were given a specific list of words that the teacher believed they could handle. I would read off each word, followed by a sentence and the student would spell the word on a sheet of paper to the best of their ability. Once the student began to struggle and miss spell words, they were finished. My co-teacher and I thought it would be a smart idea for one of us to work with a higher level spelling student and one with a lower level spelling ability. This way we could compare the two together to see the difference of levels within just one classroom. I worked with a higher level student named John. John is an eight year old in Mrs. Smiths class at Constable Elementary School. He is a well behaved student and focuses when there is work that needs to be completed. John sits in the front of the classroom right next to Mrs. Smiths desk. This keeps him from being tempted to goof off and become distracted. When John is focused, he is a great student. However he can easily be disrupted my noises and things going on around him. I asked John if he would like to help me with a project I was doing for my class and told him he would be helping me by spelling out words. He was very happy that I chose him and agreed to help me right away! I used one of the spelling inventory sheets in the book Words their Way that Mrs. Smith recommended. She picked which words I should start off with and to go from there. John was

spelling these words without any difficulty. I started with the word bed and then gave him a sentence that followed. Without hesitating he quickly spelled the word. This spelling sheet was a great way to identify where he was having trouble with certain words and what he needed to work on. For example, vowel patterns and suffixes. John and I worked quietly in the back of the classroom during the time when students could get caught up on work that was not finished. In my findings, I realized that John has a high level with spelling within word patterns. These are words such as, float, train, place, and drive. John did not have any difficulty with these. Then we started spelling words under the Syllables and Affixes sections. This section consisted of words like serving, chewed, carries, and marched. John had a difficult time spelling these words. I could see in his body posture that he was not exactly sure how to spell the word. He also began to start hiding his sheet with his other arm because he knew he was not sure of the correct spelling. Once I noticed that he was spelling the words incorrectly, I nicely told him thank you for helping me out and that he did a great job! These findings would help me inform instruction because then I could focus on these specific areas of spelling with John. I would give this spelling test to each student so that I can see where they all fall in their level of spelling. After looking over all the findings I could then split the class into two or three spelling groups depending on their level. This inventory chart also breaks down the specifics and shows you where exactly the child went wrong with the spelling and in what content area that child needs to work on.

Word Study Lesson Plan Rational Given a sheet of paper, the student will be able to spell twenty words and create a sentence with each word. The teacher will say the word and the student with fill out the worksheet. The goal for the student will be to correctly spell at least 18 of the 20 words. There will be a spot to write the word and also lines to write the sentence. Grade 2nd Standards 1. CCSS.ELA-Literacy.L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 2. CCSS.ELA-Literacy.L.2.2d Generalize learned spelling patterns when writing words Objective 1. Student will be able to spell each word correctly and demonstrate their understanding of the word by providing a sentence. Procedure Engagement/ Anticipation Set:

o Excite the student by letting them know this is their time to show me they have really learned these spelling words o Explain to them that this is where they can prove they have been studying these words Mentor- Teach and Model:

o Review the spelling words with the student and make them feel comfortable o Then begin by reading off each word and observe the student without any pressure o Make sure they know they are not being rushed and that they have all the time they need

Guided Practice:

o Ask the student, How do you think it went? o Do you think you did a good job? o Comfort them by saying, I am sure you did great! o After grading, (depending on amount of time you have) go over the work sheet with the student if he or she got anything wrong Independent Practice:

o Make sure to come back to these words and have the student review them. You dont want them to just memorize the words. You want to make sure they really understand the word and the spelling. Materials Spelling worksheet and pencil Assessments Students understand the meaning of the word along with the spelling of the word for their future Differentiation Base the words off of the students learning capabilities. There are all different levels of spelling tests students can take. Make sure the test is not too easy but also not too hard. Some students may need to hear a sentence, which in that case, the student just needs to spell the word. Also some students might need to hear the definition.