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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

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RE3030 SPELLING ASSIGNMENT SPRING 2012

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  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.

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