getting started: assessment
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Getting Started: Assessment
Effective teaching cannot begin until you understand what children already know about words and what they are ready to
learn.
WTW p. 25
Effective Teaching
Informal Observations
Let’s look at Jake’s Writing Sample
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?
Jake’s Writing
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.
How does what we know about reading help?
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.
Qualitative Spelling Inventory
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
Use of Inventories
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/easySet aside 20-30 minutesHave them number the paper (for little ones, set it up ahead)Be direct in your explanation: SEE PAGE 31Split into small groups if necessaryPronounce words naturallySay each word twice and use in a sentence
Select and Administer
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
Select/Administer Cont.
Jake’s Spelling Inventory
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 wrongWrite the correct spelling next to each misspelled wordPut a power score on the test: # correct/ total # of words
See Table 2-2 on page 34 for Estimated Stage
Score and Analyze
Feature guides help analyze student errors and confirm the stages suggested by the Power Score
The feature guides are included in Appendix A
Scoring a 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?
Jake’s Completed Feature Guide
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.
Compare to Jake’s Writing
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