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RED 4511 Week 3
Transcript of RED 4511 Week 3
administration of the ERAS.
* What worked?
* What didn't?
* What did you learn about your student?
* PLC groups have been created on Edmodo. Class Agenda * Annenberg Video Discussion
* PLC - ERAS
* WTW Chapters 1&2 Overview
* WTW Practice
* PLC - Words Their Way
* Looking Ahead Words Their Way
Samples & Practice PLC Groups - Words Their Way * Discuss your thoughts regarding how you will administer the WTW Spelling Inventory.
* What spelling inventory do you plan to give to
your case study student?
* Why did you select this spelling inventory?
* When and how do you plan to give the spelling
* Is there anything you need to consider before
giving the assessment? Words Their Way RED 4511 Week 3 http://www.washingtonpost.com/blogs/answer-sheet/wp/2013/01/11/teachers-refuse-to-give-standardized-test-at-seattle-high-school/ Find the developmental/instructional level of your students (Assessment)
Provide opportunities to explore and manipulate words and word parts (Instruction) Where to Begin? Groups will move around the room from one visual representation to the next
As you view each visual, write a comment on a sticky note and place it beside the visual. The comment can be an A-ha from the visual, something you found important within the information in the visual, etc.
Rotate to the next visual when signal is given Gallery Walk Numbered Heads (1-5)
Your group will be assigned a stage of spelling & reading
Using the information in the chapter, create a visual representation of these two stages.
Orthographic layer (alphabet, pattern, meaning)
Characteristics Stages of Spelling Development Alphabet – letters and letter combinations represent various sounds
Pattern – Approx. 44 sounds in English, but only 26 letters. Sometimes we must look past letter-by-letter to find patterns in chunks of letters (CVCe pattern)
Meaning – Morphemes (prefixes, suffixes, roots, etc.) that have meaning (re = again) Layers of English Orthography Increase students’ ability to recognize words quickly and accurately (Fluency)
This allows students to focus more on the meaning of the text being read (Comprehension)
Hands-on activities in which students manipulate words and word features makes word study more meaningful. Why Word Study? Orthography is the correct sequence of letters within words
What pillar(s) of literacy does a student use when growing his/her knowledge of orthography? Orthography Chapter 1:
Developmental Word Knowledge Words Their Way Student groups will not stay static
Analyze student growth to determine if current placement is still best fit
Spelling samples (tests, inventories, spell checks)
Overall orthographic development Adjusting Groups Brief on-going assessments
Variety of assessments
Weekly Spelling tests
Spelling Inventory (repeat of original to gauge growth)
Qualitative Spelling Checklist Progress Monitoring Group students for instruction based on areas of instruction needed
Classroom Composite Chart (p. 40)
Spelling-by-Stage Classroom Organization Chart (p. 41) Now what? Score the feature guide
Determine a developmental stage
Let’s try it! Scoring the Spelling Inventory Begin by marking the words right or wrong.
Write correct spellings by words missed.
Calculate power score (number correct/total number)
What stage does the Power Score place the student in? Scoring the Spelling Inventory 25 words
Grades 1-6, recommended for grades 3-5
Discontinue for students who become frustrated or misspell five in a row
If student spells more than 20 correctly, use Upper-level Spelling inventory Elementary Spelling Inventory Can begin with the same for whole class, then adjust for students who did exceptionally well or who struggle.
Students need to make errors in order for teacher to see patterns and make instructional decisions. Selecting an Inventory Lists of words chosen to “represent a variety of spelling features at increasing levels of difficulty.”
Help teachers to pinpoint areas in which students need instruction/support Spelling Inventories Student writing
What patterns do you see?
What patterns do you hear? Informal Ways to Assess Students’ Orthographic Knowledge Chapter 2 Words Their Way Help teacher gauge a starting point for student
Show confusion about certain orthographic features of English that do not exist in native language What about ELLs? Parent conferences
Future teacher of students Sharing Progress Qualitative Spelling Checklist
Emergent Class Record
Kindergarten Spelling Inventory
McGuffey Spelling Inventory
Vilse’s Word Feature Inventory
See chart on page 42 for grade and developmental range for each of these. Other Assessments 31 words
Suitable for upper elementary and up to adult Upper-level Spelling Inventory 26 words
Kindergarten - early 3rd grade
May use just first five words for K students; at least 15 in early first grade
If student spells 20 or more correctly, use Elementary Spelling inventory Primary Spelling Inventory Select appropriate level .
Administer like any spelling test, but without giving students an opportunity to study the words beforehand. (20 min.)
Pronounce words naturally. Repeat each word twice and use in a sentence if context is needed. (Sentences are given in inventory.)
Analyze student spellings using feature guide
Organize groups using classroom composite form or spelling-by-stage chart
Progress monitor by reassessing with inventory up to 3X yearly. How to Use Inventories See chart 2.5 on page 46 for guideline
Set short-term goals within this larger guideline
Short-term goals will be specific features to be learned
Involve student in goal setting (for older students)
Use goal tracking charts to keep track of student progress Goal Setting Next Week ___ Read Caldwell Chapter 4
___ Read Words Their Way Chapter 3
___ Read McAndrews Chapter 6
___ Edmodo Reading Response
* Two original posts due Sunday evening
* Three responses due Tuesday at 8:35
___ spelling Inventory results due
(student responses and Feature Guide) Annenberg Video Discussion Within your groups, discuss your observations
of the Annenberg video. How did you see the
4 Steps of the Assessment Process demonstrated in the video? PLC Reflection Reflect on your PLC discussion today.
* What is your biggest "take away"?
* How will you use this to guide future
* Submit your reflection in your
course folder along with your completed
ERAS * Identify what to assess
* Collect evidence
* Analyze the evidence
* Make a decision