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DIFFERENTI
ATED
SPELL
ING
KE
SH
I A E
DW
AR
DS
AN
D J
AM
I E R
OY A
L L
GETTING STARTED…
Beginning of School Year…
• We used Words Their Way for our spelling instruction.
• Initial assessment: Students begin with the same list of 26 words. (Jamie only called out first 15 words for first grade.)
• List of words begins with CVC words and ends with inflected endings.
INSTRUCTION…
• Based on initial results we placed our students into leveled groups.
• On day one we go over meaning and word patterns with students.
• During word study they participated in word sorts, blind sorts, writing sorts and games such as memory, bingo, and race track.
FLEXIBLE GROUPS…
• Students can move from group to group throughout the year as they progress or need remediation.
• 80% proficiency is expected on weekly spelling tests for students to move to new word patterns.
• If a student achieves 70% or lower we will check for the quality of the misspelled word.
MID-YEAR/END OF YEAR…
• We gave the spelling inventory again. (Jamie called out all 26 words.)
• We also gave Schlagal’s graded spelling assessment. (Jamie used the first grade list and Keshia used the second grade list.)
• We rearranged groups as needed based upon results.
• We continued with word study instruction.
1ST GRADE RESULTS…
Group 1 Group 2 Group 3 Group 40
10
20
30
40
50
60
BeginningMiddleEnd
2ND GRADE RESULTS…
Group 1 Group 2 Group 3 Group 40
10
20
30
40
50
60
70
80
BeginningMiddleEnd
SIGNIFICANCE…
• We ran T tests to compare means.•1st we checked for differences in the groups•Highest group always scored the highest• Lowest group always scored the lowest
2nd we checked for growth• Pre-test--- Mid-Year = growth• Pre-test--- Post-test = growth•Mid-Year---Post-test = growth
SIGNIFICANCE…
• T-Test showed that the probability of error was p<.000•1 out of 10,000
• We can confidently say there was growth!