Year 1 Assessment: Spelling search - Writing and Creating Web viewSpelling search. Queensland Studies ... create a Word Wall from texts read in the classroom, ... 2009 QSA branding

Year 1 AssessmentLiteracy Checkpoints ─ June

Spelling searchWriting and Creating

ContentsPurpose..................................................................3June assessment focus.......................................................................................3

Before implementing...............................................3Suggested times..................................................................................................3Suggested teaching and learning........................................................................4Catering for diversity............................................................................................5Teacher preparation............................................................................................5Resources...........................................................................................................5

Implementing.........................................................7

Making judgments................................................11

Using data to inform future directions...................11

Appendix A: Looking for patterns...........................12

Appendix B: Observations — identify and explain patterns..............................................14

Appendix C: Favourite patterns.............................15

Appendix D: Spelling search class checklist............16

Appendix E: Word sort...........................................17

PurposeThe assessments within the checkpoints have been designed to be implemented within everyday classroom practice. They provide opportunities for children to demonstrate the indicators within learning areas.

Assessment of young children is an integral part of the learning–teaching process and is not a separate activity.

Assessment involves the purposeful, systematic and ongoing monitoring of children’s learning. The information gathered is used for future planning and to make judgments about a child’s learning.

June assessment focusJune is the second monitoring point in the Year 1 Assessment: Literacy and Numeracy Checkpoints.

Note: Throughout the assessment, sound and letter patterns are referred to as “patterns”.

There are two literacy assessments for June. This assessment and the indicators it targets are indicated in bold text in the table below.

June assessments Targeted numeracy indicators

Spelling search — Writing and Creating (WC)

WC 1 xiiiWC 1 xiv

The diverse family — Viewing and Reading (VR) Writing and Creating (WC)

VR 1 iVR 1 iiiVR 1 ivVR 1 viiVR 1 viii

WC 1 iiWC 1 vWC 1 viWC 1 xiiiWC 1 xiv

Before implementing

Suggested timesSection Suggested times

1 15–30 minutes — small groups working independently

2 15 minutes — small groups working independently

3 15 minutes — whole class working independently

4 2–3 minutes per individual interview

Queensland Studies Authority February 2012 |2

Suggested teaching and learningChildren need multiple opportunities to engage with all aspects of the targeted indicators before this assessment.

Children should explore and develop metalanguage (language to talk about spelling patterns) when learning and using spelling startegies. It is important for teachers to use specific terms related to these patterns during teaching and learning, such as short-vowel patterns, long-vowel patterns.

Target literacy indicator

Suggested teaching and learning

WC 1 xiiiSpell: high-frequency sight

words and familiar words correctly

consonant–vowel–consonant words

words containing known base words and word endings

WC 1 xivSpell unfamiliar words using: phonological

knowledge and sound–symbol relationships

short vowels and simple long-vowel patterns by listening for rhyming patterns

regular spelling patterns, including common vowel and consonant digraphs and consonant blends

common letter clusters and morphemes in word families

analogies and connections with known words

Teachers: highlight the purpose of high frequency and familiar words in

texts by playing oral word games where high frequency words are omitted or emphasised

create a Word Wall from texts read in the classroom, sort the words into groups based on particular patterns or word families, add add to it regularly, e.g. Group 1 — high-frequency words, Group 2 — topic-related words, Group 3 — particular patterns or word families

identify different patterns within words in texts read in the classroom. Remove those words from the text and discuss them in relation to the patterns used by the author, e.g. these were used to create a rhyming text; these were used to describe. Display them on a chart in the classroom or compile them into a class book, e.g. Patterns uncovered

collaboratively write silly sentences. Try to incorporate as many consonant–vowel–consonant (cvc) patterns and spelling patterns as possible, e.g. The fat cat sat on the mat and ate a rat

discuss spelling rules. Explain that these rules do not apply to every word that sounds like it has that pattern and identify some of the anomalies

provide opportunities for children to explore and attempt to write words that emphasise patterns, including consonant and vowel patterns (blends) across a range of learning area texts

model ways to identify and record spelling patterns, particularly short vowels in rhyming patterns within single-syllable words; and digraphs, blends and short vowels in single-syllable words

plan activities where children explore spelling patterns using multiple senses, e.g. visually box and trace patterns, orally accentuate and elongate vowel and consonant sounds, trace and form words and letters physically

explore rhyme and spelling patterns in spoken words using games, poems and raps

play word-sorting games with children beginning with only two patterns, e.g. “oo” words and rhyming the pattern of “eet”. Describe why they have sorted the words in such a way (use the term “pattern”)

practise finding words with specific patterns in publications such as books, magazines, catalogues and newspapers and use these patterns in creating a range of text types

create lists, spelling journals and dictionaries (class and personal) to use when writing

create word searches and mazes using a variety of spelling patterns

3 | Year 1 Assessment: Literacy and Numeracy Checkpoints — June Literacy: Spelling search

Examples of sound and letter patternsNote: These are examples only. They do not constitute a list of patterns that children in Year 1 must learn.

Short-vowel patterns hat, big, fox, bug, hen, ham, had, hatNote: Short-vowels can also be represented when listening for rhyming patterns in single-syllable words.

Consonant-vowel-consonant pattern hat, fox, bug, dish, that, chin, whip, mothNote: Consonant-vowel-consonant words have short-vowel patterns (as above) and can include digraphs such as “th” and “sh” as these constitute one sound within single-syllable words.

Simple long-vowel patterns meat, late, green, mice, boat, tube, look

Rhyming word patterns fish, wish, dishdrink, sink, pinkjump, lump, bumpship, lip, slip

Common letter clusters ch-, sh-, th-, wh-, -ing, -ll, -ck (blends), tr, sl, br, str

Short vowel patterns by listening for rhyming patterns

mat, cat, hat, sat, flat_eg, _og, _an, _op

Simple long-vowel patterns by listening for rhyming patterns

_ook, _eat

Vowel and consonant digraphs ai, ea, ee, oa, oo/ ch, th, sh, ng, ll, ck

Consonant blends Initial: cr, fl, dr, bl, br, dr, gl, gr, pl, trFinal: rt, lt, nd, nt, sk

Catering for diversityInclusive strategies enable a learner with disabilities to participate in learning experiences on the same basis as a learner without disabilities. This is achieved by making adjustments to the delivery or mode of assessment, without changing the way the assessment is judged or marked.

A teacher makes required adjustments to teaching, learning and assessment to enable a student with disabilities to demonstrate knowledge, skills or competencies (Disability Discrimination Act 1992 and Disability Standards for Education 2005 Cwlth).

Specific adjustments in Spelling search may include:

1. demonstrating their knowledge of patterns orally

2. individual discussions

3. scribing for individual children

4. using alternative recording materials such as letter bricks and/or magnetic letters, playdough or shaving cream

5. using technology to record patterns

6. providing access to environmental cues within the classroom. Children use this strategy when creating texts. Note children’s use of environmental print in observations.


Teacher preparationThis assessment should be completed by the end of June, although some children may be ready to be assessed earlier than June.

Familiarise yourself with the assessment by:

reading the entire document

noting the highlighted aspect of each indicator that is the focus of the assessment

noting the specific evidence that you will be looking for within each section.

Plan for implementation by preparing the necessary resources and considering the following questions:

How will I implement this assessment within my regular teaching program?

What additional support will I require?

Children complete Sections 1 and 2 working independently in small groups (2–4 children). Teachers gather anecdotal evidence of children’s comments and written demonstrations of the targeted indicators.

After completing Sections 1 and 2, analysing evidence and making judgments, teachers may choose to implement the final two sections with only those children who require further opportunity to demonstrate the indicators. All four sections do not have to be completed by all children if teachers are confident about their judgments.

Note: Appendixes A and C are optional. Teachers may choose to use blank paper or design their own recording tool.

ResourcesTeachers will need the following resources when implementing this assessment:

Section Resources

1 a range of print and online texts appropriate to Year 1: newspapers books, e.g. poetry, rhyming picture books magazines catalogues

Note: Ensure the texts are not too text dense and use an appropriate font and size. Newspapers and magazines may need to be enlarged and copied. The sample resources need to contain plenty of examples of the identified word patterns to eliminate frustration for children. Appendix A: Looking for patterns

Make one copy per child. Appendix B: Observations — identify and explain patternsOptional: Appendix D: Spelling search class checklist

2 cardboard or paper to create bundles of word cards, Create the word cards using words the children identified in Section 1, ensuring there is the same number and variety of patterns as children

Appendix B: Observations — identify and explain patterns Appendix E: Word sort. One copy for each child

3 Appendix C: Favourite patterns. Choose three favourite patterns. One copy for each child

Optional:


Appendix D: Spelling search class checklist

4 Appendix B: Observations — identify and explain patterns


ImplementingNote: The highlighted text shows the part of the indicator being assessed. Learning experiences should be developed for the entire indicator.

Section 1. Word hunt

WC 1 xiii Suggested implementation Source of evidence

Spell: high-frequency sight words

and familiar words correctly

consonant-vowel-consonant words


Say:“We are going on a Word Hunt to find patterns. You can look for words in newspapers and magazines, in books, on the internet, on billboards and posters.”1. Organise children into small groups of two to four.2. Read the activity aloud — Appendix A— and explain the task. Give

each child a copy of Appendix A.3. Provide children with print and online texts from a range of sources.Children: select four patterns from the list in Appendix A record their selected patterns in the first column in Appendix A search the sources for words with the selected patterns record the words they find beside each of the patterns. talk as a whole class about the patterns they chose and the words they

found write a word of their own using the identified pattern in the “my word”

columnNote: During the Word Hunt, and while sharing their patterns with the class, children may demonstrate their understandings of particular patterns and apply them to spelling other less familiar words. This evidence is recorded anecdotally in Appendix B.Prompt:If patterns in words are not identified, say a pattern and invite the child to respond with a word that rhymes with this pattern, e.g. c-at, (s-at, m-at, r-at). A child’s spelling attempts and approximations provide valuable evidence.

Children’s responses: recorded on Appendix A to questions about the patterns they

found in words explaining and describing spelling

patterns writing “my word” using the identified

pattern

WC 1 xiv Resources

Spell unfamiliar words using: phonological knowledge

and sound–symbol relationships





a range of print and online texts Appendix A: Looking for patterns Appendix B: Observations — identify

and explain patternsOptional: Appendix D: Spelling search class

checklist

Suggested time

15–30 minutes — small groups working independently


Section 2. Sorting bundles of words into patterns


Spell: high-frequency sight




Create word cards using words the children identified in Section 1, ensuring there is the same number and variety of patterns as childrenSay:“This is a word sorting game. You are going to sort words into groups and explain why you made those choices.”1. Demonstrate how to sort one set of words and how to play the game.2. Distribute a bundle of words for each group of two–four childrenChildren: work in groups to sort bundles of words into patterns. The group may

play the game two or three times, sorting using different patterns take turns individually explaining one of the patterns their group has

found.Ask: “Why did you put all of those words together?”3. Teachers’ record evidence of children’s descriptions and explanations

in Appendix B.4. Children select one pattern (or more) they have found and write a list of

other words with that same pattern.

Children: describe and talk about their

understanding of spelling patterns when they describe why they have sorted words in particular ways

identify words write a list of words with the pattern

they have chosen

Resources

bundles of words (on cards or paper) Appendix B: Observations — identify

and explain patterns Appendix E: Word sort

WC 1 xiv







Suggested time

15 minutes — small groups working independently

Queensland Studies Authority February 2012 | 8

Section 3. My patterns


Spell: high-frequency sight




1. Provide children with Appendix C.2. Discuss and explain how to use the table in Appendix C. Model a way

of filling out or using the table. Explain that the choices made must “make sense” and not be nonsense words.

3. Children: individually choose three patterns to write at the top of the table. discuss their choices (Note: the teacher may want to confirm the

choices at this stage.) write at least five words for each pattern.Questions: What is that pattern? How is that pattern made? How did you work out how to spell the other words?Optional: Appendix D: Spelling search class checklist.4. Teachers complete Appendix D: Spelling search class checklist using

all of the evidence gathered.

Children: independently identify and

demonstrate known patterns and spelling strategies in their attempts to write words.

WC 1 xiv Resources







Appendix C: Favourite patternsOptional: Appendix D: Spelling search class

checklist.

Suggested time

15 minutes — whole class, working independently


Section 4. Reflection/interview (optional)


Spell: high-frequency sight words

and familiar words correctly consonant–vowel–

consonant words words containing known

base words and word endings

Explain that this interview is to help find out how children work out words.Say: If you had to tell someone else how to spell words, what would you say?Ask: Finish this sentence for me. “When I write and spell words I try to ______”.Record each child’s response on Appendix B.Prompt: How did you know this pattern? Refer back to previous columns on the observation record.How did you know how to spell these other words?

Children: describe and explain known spelling

strategies in their reflection

Resources

WC 1 xiv Appendix B: Observations — identify and explain patterns







Suggested time

2–3 minutes per individual interview


Making judgmentsTeachers make judgments by matching evidence in each child’s response to the indicators being assessed. The indicator is either demonstrated or not demonstrated.

Teachers record judgments using Appendixes A–D.

An annotated work sample of a child’s achievement of the targeted indicators is available on the QSA website <www.qsa.qld.edu.au/11740.html>.

Teachers tick the indicator on the Data analysis assessment record (DAAR) only when the targeted indicator has been achieved.

Using data to inform future directionsTeachers use the class data recorded on the DAAR and individual children’s profiles to inform future directions for teaching and learning.

When using the DAAR, teachers identify indicators that need further teaching for:

the whole class

small groups of children

individual children.

The Future Directions resource (available on the QSA website at <www.qsa.qld.edu.au/11740.html>) provides suggested additional teaching and learning to develop children’s understanding of the targeted indicators.

Children who have not achieved the highlighted aspects of the targeted indicators in the June assessments should be given opportunities to be explicitly taught the indicators not yet achieved. Children who have achieved the expectations of the targeted indicators in the June assessments should be given opportunities to extend and strengthen their learning by engaging with the indicators at the next level.


http://www.qsa.qld.edu.au/11740.html

http://www.qsa.qld.edu.au/11740.html

Appendix A: Looking for patterns

You’re going on a Word Hunt.Look for words that have the same patterns. Short-vowel pattern

_a_ _e_ _i_ _o_ _u_Simple long-vowel pattern

a_e i_e u_e _ee_ _oa_ _ea_ _oo_Common letter patterns

sh, th, ch, wh ing ck ll

Blends, e.g.

tr, sl, br, str,



My patterns Words I found My worde.g. _a_ hat back mash


Appendix B: Observations — identify and explain patterns

Name Pattern identified

Explanation of pattern

When I write and spell words I try to:

e.g. Sam at “at” makes the sound at the end of “cat” and “hat”, and helps me to spell words that rhyme like “pat”, “that”, “rat”

Child: … hear the sounds and think about the letters that make the sounds.I can think about other words that I know with the same rhyme.Sometimes I know that two letters make a sound so I use those.Teacher: Which two letters?C: “o-o” says “oooooo”


Appendix C: Favourite patternsChoose your three favourite patterns

Write them here:Examp

leMy

favourite

Pattern 1

My favourit

e Pattern

2

My favourit

e Pattern

3at

Words I can spell with the pattern:




ratmatcathatthatsatWords I can use in a sentence:


Appendix D: Spelling search class checklistNames Beginning

consonantsFinal consonants

Short- vowel patterns

Consonant digraphs (sh)

Consonant blends (st)

Identified sound and letter patterns independently

Developed cvc words from a pattern

Other spelling strategies


Appendix E: Word sort

cake bake make

look book cook

boat coat float

duck truck meet

seat feet toy

boy hat cat

mat car jar

far play day

say shell bell

cub rub cut

but bike kite

bite drop stop


Queensland Studies Authority154 Melbourne Street, South BrisbanePO Box 307 Spring HillQLD 4004 AustraliaT +61 7 3864 0299F +61 7 3221 2553www.qsa.qld.edu.au

http://www.qsa.qld.edu.au/

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Year 1 Assessment: Spelling search - Writing and Creating Web viewSpelling search. Queensland Studies ... create a Word Wall from texts read in the classroom, ... 2009 QSA branding