RE3030 Spelling AssignmentSpring 2012

Group Members: Dana Hall

Barbara GanttPaul Wade

• Classroom: 2nd Grade Ellendale Elementary

• Number of students: 19• QIWK Lists: Levels 1, 2, 3• How is spelling taught in class: Letterland

Weekly spelling lists, that incorporate blends, digraphs, and word families. Students are encouraged to use spelling words in various activities throughout the week. Tests are given on Fridays.

Part 1: Classroom Assessment (QIWK)—Background

Name List __K_ List __1_ List __2_ List __3_ InstructionalLevel

Emili 100 100 100 90 Above 3Aiden 100 100 90 90 Above 3Michelle 100 90 90 90 Above 3Avery 100 100 90 90 Above 3Ragan 100 100 90 70 3Karina 100 90 90 50 3Jamie 83 90 60 30 2Lorelei 100 100 70 30 2Tyler 100 100 70 60 2Nick 100 90 70 40 2Elijah 100 90 60 40 2Brooke 83 90 70 60 2Garrett 100 90 60 60 2Cole 100 60 70 20 1Hailey 83 60 70 60 1Nicholas 100 80 60 50 1Maddy 33 50 20 10 K-EarlyHeather 66 50 0 0 K-EarlyAaron 33 20 10 10 K-Early

Part 1: QIWK Findings—Rank Order Table

Instr. Level: K-Early

Instr. Level : 1 Instr. Level: 2 Instr. Level: 3 & Above

Maddy Nicholas Lorelei EmiliHeather Cole Nick RaganAaron Hailey Tyler Aiden

Jamie MichelleElijah KarinaGarrett AveryBrooke

Part 1: QIWK Findings—Word Study Grouping

• Kid’s name: Sydney • Grade: 1st • Sex: Female• Other info: Recently

moved to the top reading group in the class. Vast improvement in reading this school year.

Part 2: Individual Assessment –Background

ACCURACY COMPREHENSION (as measured by retell)

RATE

Score: % of the words read correctly

Score: yes or no Score: Words per Minute (WPM)

Preprimer 2

97%

YES

Rate is not measured at PP2 level.

Primer

97%

YES

84.51

1-2

98%

YES

71.43

2nd

94.9%

YES

73.75

INSTRUCTIONAL LEVEL ____1-2______ “GRAY AREA” LEVEL(S) ______2nd___ _____________ _____________ FRUSTRATIONAL LEVEL_____None___

Part 2: Individual Assessment –Passage Reading Findings

Part 2: Individual Assessment –Observations

Student missed small words that she normally wouldn’t miss. Student would

insert words not present in the text, but words would be fluent when inserted.

Student did not really reach frustration level. Student was comfortable in her

readings. Errors most likely due to rushing.