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Nicole Hullfish 3/11/14 ELD-307: Dr. Casey Word Study Assessment Paper The purpose of this word study inventory was to assess a child to see what knowledge they bring. But most of all this data collected will help me learn how to analyze a child and see what they know and dont know and then based on the results figure out a plan of action for them. With the use of the primary spelling inventory I gathered my data which I will explain the findings and then I will give an explanation of what instruction the student could benefit from. It is important to asses a students word study skills because it can give a teacher an update on what spelling stage they are. It may also help a teacher instruct their student to enhance them further in their education with the correct word study strategies. The student that I was suggested to work with is a third grader who is a girl. This student is very timid but can be opinionated when she understands or wants praise. Her teacher sees her for one period a day. This is because she is with her class and her general education teacher for the rest of the day. She is just pulled out for reading/writing because she needs some extra help in this subject area. She is one of four in during this resource rooms period for reading/writing. She is one of the two third graders. The other two students during this period are actually in second grade. But since she is here based off of her level and specific needs her teacher knows how to instruct. She learns in a room that is split down the middle and one side of the classroom is her teachers and that is where she receives her education. She sits up front

right near the board. There are six desks but only four are occupied during the period that she is in here for. Next, I will explain how she was pulled over for me to give her the spelling inventory and where I gave her the test. Right when she arrived she went into her routine of sorting her weeks spelling words and when she was doing so her teacher told her that I would be taking her to complete something to help me become a better teacher. She was a bit hesitant and didnt want to leave her spelling words but after asking she came with me to the other side of the room where the other teacher teaches to complete the test. We sat down at a table with only voices from her the other side being a distraction. Thankfully I was allowed to go to this side since the other teacher did not have a class at that time. The main part of the methodology was the primary spelling inventory which helped me conduct the process with the student. I was able to use the words given in the inventory to ask her. I asked her to spell them on a piece of paper after I said the word and the word in a sentence and then said the word again. I did this process with about 23 words. But the Developmental Continuum for Vocabulary/Word Study is what I will use to place the student based off of the results I have found from the primary spelling inventory. The words that she wrote are how I have found my data because of the analyzing that I have done. After taking the word inventory I have analyzed the findings. First off she spelled the first two sets of words which included five words in each set almost correctly. She does struggle with the long vowel pattern like in the word fright or shine. Also, twice she struggle with inflected endings like for example in the word talked or clapped. She also could benefit from

learning how to write words with the ending of ing. I also believe that the student in the early stages of WithinWord Pattern. She is starting to play with the idea of middle vowels but does not have it mastered. Now since we have these findings it will be smart to help the student try and master these struggles found during the spelling inventory. Below I will quickly discuss how I would inform some instruction to help the student succeed. First off the sheet which says where the student would fall into based off of the data collected also has a section that talks about instruction for the particular spelling stage. There needs to be instruction that involves work with long vowels to examine the patterns seen. A strategy called a word sort would be the most assistance to her. In the following individualized lesson plan I will explain how I will specifically help her gain these new skills. In her class she is already introduced with word sorts so she already is used to this type of instruction. I think I will continue to use the same strategy but put a little twist on it.

Individualized Lesson Plan Rationale: This student will be given the correct tools based on her understanding level of the standards that will be listed. The strategy used to assist with her success will lead to her new positive knowledge of the words being studied. This individualized plan was made because of the findings to the data collected from the primary spelling inventory. Core Content Standards:
CCSS.ELA-Literacy.RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words CCSS.ELA-Literacy.L.3.2e Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).

Objective: The student will be able to orally demonstrate the word practice (long vowel patterns/inflected endings/suffixes) given the word sort with 100% accuracy. Procedures and Assessments: The lesson will be guided with the appropriate word sort. I will have a sheet of paper for the student to cut out three different categories (long vowel patterns/inflected endings/suffixes) with five words in each category. She will then categorize the words into their assigned groups and then proceed to say the words orally to me. Once she has gone through the words with a good amount of accuracy she can move on to write each word twice in her spelling book. Also with the word being spelled out twice she can have the opportunity to draw a picture and color it in to help be a reminder of the word being spelled. (A real life example can help her reinforce what the actual words meaning is as well.) After this is done she can continue with the rest of the periods lesson for that day. To make sure that she will be able to understand the words I would want her to work on these words for homework as well. For homework she will write each word three times and for each of the word she will box either the (long vowel patterns/inflected endings/suffixes) as well. This way she can visual see the part of the word that she is working with. The next day of class I would want her to get out her cut out words to sort so she can place them in the three categories and then so she can orally say the words to me too. After this she will write two of the words in each of the categories in her spelling book and also include those self chosen words to create a sentence for each. After this is completed she will continue with the rest of the days lesson. But for homework I want her to simply write all the 15 words three times each for repetition.

On the third day, if she feels comfortable, I will have her take a test on the words. I would orally recite the words and ask her to write down the words. As well I would want her to say if that word is either a (long vowel patterns/inflected endings/suffixes) but to help with time on the sheet already is an option to circle which one that word is. After the test I would quickly see how she has done and if I see that she hasnt done well I may have her continue to work on the words for two more days and test her again on Friday (end of week). I would be introducing her to these words on Monday so I would give her this test on Wednesday but if I happen to see that she still needs some more assistance I may have her continue to sort words each day before normal instruction and also extra practice for homework and then have her take a test on that Friday. I may even just do this in the first place (assess) on Friday and just continue with this routine each day of the week with these words and a bit of variation with the homework and spelling book each day. Whichever day I happen to asses and have her take a test I will grade her test and see what she has retained and seems to understand. I would also be assessing when I hear her orally say these words to me each day when sorting. But based on the grade I will see if one category is still a struggle for her and if it seems that she is still struggling I will continue with that category the following week with different words. I would stick with the same instruction with the sorting of the words but I would also sit with her and help her when she is doing this to catch if I see any struggle. This is how I would go about helping this student and how I would assess her understanding of the words I would give her. Materials: Word Sort Sheets o Category 1: Long vowel patterns o Category 2: Inflected endings o Category 3: suffixes (i.e ing, ed, i) Scissors Spelling Book Pencil Colored Pencils Homework Word Study Book Assessment Test