ࡱ> 685a jbjbdd +$ee.......~BBBB N~ nnnnnnnn& ( ( ( ( ( ( ,e R T .nnnnnT & ..nni & & & n.n.n& & B$f....n& & & ..& b nDB & &  0 & & & & .~~B~~BRE 3030 Common Internship Assignment: Determining Instructional Levels for Spelling Overview For this assignment, you will give a diagnostic classroom spelling assessment using the Qualitative Inventory of Word Knowledge (QIWK--Short Form). Once you have given the QIWK, then (1) determine the instructional level of each child in the class; (2) record those instructional levels in up to four logical groupings; (3) meet with your cooperating teachers and ask them if the spelling levels correspond to the reading levels of each student; (4) examine the highest (or strongest) instructional level test of one child and determine what spelling features the child uses but confuses; (5) write a detailed description of this childs spelling development, indicating which elements of words need to be worked on and what types of word sorts (or other forms of instruction) might be appropriate for this. Base this on what you can see the child struggling with. Purpose The purpose of this class assessment is threefold. First, such an evaluation allows you to see the range of spelling development across a single class. This information can be used to establish instructional groups. Such measures, if given both early and late in the year, can provide reliable evidence of growth. Second, such an evaluation allows you--if checked against reading performance--to see relationships between word knowledge as represented in spelling and reading ability. Third, by analyzing error features at students instructional levels, you can determine what features are being used but confused and thus are appropriate for word study. Giving the QIWK, Short Form General Note. For all grades, call out each word; put it in a simple sentence; repeat the word. Speak the words naturally and without overemphasizing the individual sounds. Kindergarten. Before giving the K & Early I list, model how you would spell the words mat and lip on the blackboard or some other appropriate surface. Show how to stretch out the word: mmmmaaaaatt, llllllliiiiiiipp. Dont overdo it. For example, say, Lets spell the word mat together. Whats the first sound you hear in mmmmaat? [Children say, M or /mmmm/.] Yes, the first sound in mat is spelled with the letter M. Can anyone hear another sound in the word mat? Listen: mmaaaaaat. [Kids may go right to the last sound or may hear a middle sound. In any case, probe for each sound and put the correct letter on the board. Lets say a child says mat starts with N, say, Thats very close. Good. We spell it with an M. [Indicate how each sound is spelled.] After modeling the words mat and lip, say, Now I want you to try some. See if you can hear some of the sounds in these words. Dont worry about trying to spell like an adult, just put down any letters you hear. In early kindergarten give only the first 6 words of the K & Early I list. Try giving the whole K & Early I list to second semester kindergarten students. Grade 1, first semester. Give the K & Early I list. Show children how to stretch out the words as in the directions above (mmmmmaaaaaatt), but do not break the word into individual sounds as in mm--aa--tt. Grade 1, second semester. Give the Level I list only. Grade 2. Give lists I and II. Depending on your students and your time constraints, you may want to give tests for grade 2 and above over several days Grade 3. Give lists I, II, and III. Grade 4. Give lists II, III, and IV. Grade 5. Give lists III, IV, and V. Scoring the Qualitative Inventory Kindergarten. Using the qualitative scoring guide, do a phoneme count for the words given. Grade 1, first semester. Using the qualitative scoring guide, do a phoneme count for the words given (K-Early I list). Grade 1, second semester. Use the number of words correct to determine instructional levels. Grade 2 - 5. Grade each of the students spelling tests separately. Based on the number correct, determine the instructional level for each test (see scoring guidelines below). Word Study Grouping Once instructional levels have been determined, place student names in the columns in the Word Study Grouping sheet (below) by the lists at which they are instructional. Dont enter names for frustration or independent levels. If there are students who only have a frustration level score on the lowest level list (and no instructional level score on any list), place their names in a column on the back of the sheet. Do the same for any students who have only independent level scores on the list(s) administered. Be sure to label these additional lists. [NOTE: Decisions about Kindergarteners and early 1st graders will be made on the basis of phoneme counts, not words correct.] Consult with the teacher to see how well these groupings match with his/her grouping of students by reading ability. 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