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Signature Assignment
Signature Assignment
Theresa Forte
Professor Bodycott
Phonics and Spelling
27 April 2015
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Description of Assessments
Elementary Spelling Inventory
The Elementary Spelling Inventory Assessment begins with consonant vowel consonant
words, such as “bed,” and “ship,” and tests children on words with inflectional endings, that end
with “ing,” “ed,” and “es.” The administrator reads words off of a list to the student, and the
student spells these words. If the student gets more than six words incorrect, the assessment
should be stopped. If the student gets 20 words correct, the Upper Level Inventory Assessment
should be given. In order for the students to get a better understanding of each word or recognize
the proper meaning behind each word, the words off this inventory can be read in sentences. An
example sentence could be, “My sister and I went shopping at the mall.”
The purpose of this assessment is to identify what stage of spelling the student is in, and
what sounds or words the child knows how to pronounce or spell. The information gathered from
this assessment will allow for a plan of instruction for the individual student. This assessment is
appropriate for a second grader because this test is meant to be given to any child in the first
through sixth grade.
Word Recognition
The Analytical Reading Inventory Assessment focuses on words by their grade level. The
full citation of this assessment can be found on the “Works Cited” page. Beginning with the
primer list that mainly consists of single syllable words, the student is to read this list aloud. The
administrator circles the correct sounds the student says, and marks the incorrect sounds with the
sounds the students made instead. This should continue up until the third grade level, unless the
student misses more than six words. If six words are missed, the Primary Inventory list should be
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given to the student. Students only get to read the word one time. Some of these words include,
“cake,” and “soon,” which can be found on the primer list. On the third grade list, “museum,”
and “struggle” can be found. If a child self corrects the word he or she read, then that word is
marked as correct. (Analytical Reading Inventory, 7th ed, 2003).
Compared to the spelling assessment, this assessment shows if students can properly read
words and provide the sound they make, rather than identify the letters in a word. The students
apply phonics to reading words by identifying the consonant and short vowel sounds seen in the
words; phonics has to do with the sound the letters make. The purpose of this assessment is to
help plan individualized instruction in this area for the student, and to provide success and
motivation for the student; the student will be given a primer list first, which allows the student
to get most of the words right and they will want to continue on with other tests. This is
appropriate for a second grader due to the first through third grade range and motivational aspect
behind the primer word lists. The teacher can compare this assessment with the Spelling
assessment in order to test the students’ phonemic awareness. How students read the words from
this assessment can identify that the student has an understanding of the phoneme break down in
each word. With the spelling portion, this background knowledge of the phonemic segmentation
and the phonics aspect can produce the letters and sounds to write these words to the best of the
student’s ability.
Signature Assignment
Writing Prompt
In order to complete this assessment, the child must respond with four sentences to the
given prompt. The response can either be a fabricated idea or what the child would really do in
the situation. The child has not practiced this prompt. The administrator should read the prompt
to the student, and the student should be told to write after. Questions must not be used. The
purpose of this assessment is to provide information about the child’s writing stage he or she is
in. This assessment shows the students’ ability to identify the sounds each letter makes and how
to properly spell words. This is appropriate for a second grader because the child falls into the
age range for students who take this assessment. The Qualitative Spelling Checklist helps
analyze students’ writing that has not been marked to identify the stage of spelling development
he or she falls under. The three categories that are apart of each stage include early, middle, and
late. Examples of words that match each statement under each stage are provided. The “yes,”
“often,” and “no” boxes are checked off based on how the student performed on the assessment
and if the statement matches their performance (Qualitative Spelling Checklist, 2008).
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Works Cited
Analytical Reading Inventory, 7th ed. (2003). Woods & Moe, Pearson Publication, Upper Saddle
River, NJ.
Qualitative Spelling Checklist, 2008, Pearson Education, Inc.
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Assessment Write Up
Different assessments were given to a second grade on March 2, 2015. To protect this
child’s identity, she will be referred to as, “A.” This child was asked to write four sentences after
being given a prompt, spell 25 words that were said to her, and read words off of multiple lists,
varying by grade level. These assessments are known as Writing, Elementary Spelling Inventory,
and Word Recognition. These assessments were given to this child to understand what stage of
learning she falls into, as well as to make up an individualized lesson plan.
Spelling
“A” fell into the Late Within Word Pattern Stage of spelling, which is the benchmark
range most second graders fall into. When completing the spelling assessment, “A” was read
words off of the Words Their Way Elementary Spelling Inventory List. These words were
repeated twice, and sentences were provided as needed. Out of a possible 25 word spelled
correctly, “A” spelled 10 words right. According to a chart that identifies what stage a child falls
into with this assessment, “A” would fall in the middle of Late Within Word Pattern Stage and
the Early Syllables and Affixes Stage, but her score was closer to the Early Syllables and Affixes
Stage. In order to determine which actual stage she was placed in, I looked at all the stages, and
searched for where she reached the “instructional” level after not making any mistakes.
“A’ has mastered Consonant Beginning and Final sounds, Short Vowels, Diagraphs, and
Blends, as she received a perfect score in these categories. “A” reached the “instructional” level
when it came to Long Vowels and Other Vowels. With Long Vowels, “A” misspelled “float” as
“flote,” and “bright,” as “brite.” This indicates she is using the silent e as a long vowel marker
but she doesn’t know alternate patterns. With Other Vowels, “A” misspelled “spoil” as “spoule,”
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and “chewed” as “chowed.” In Syllables and Affixes’ Early Stage, “A” spelled four out of five
words correct when it came to Inflected Endings; the only misspelled word was “shopping,”
which was written as “shoping.” She was able to change the “y” to “o,” but did not double the
consonant before adding the ending. “A” properly spelled the following words: bed, ship, when,
lump, train, place, drive, serving, marched, and shower. For the rest of the Syllables and Affixes
Stage, the child scored lower than the “instructional” level.
To sum this up, A’s strengths were the following: bed, ship, lump, when, train, place,
drive, serving, marched, and shower; these are the mastered features. A’s weaknesses are as
follows: float, bright, shopping, spoil, chewed, carries, bottle, favor, ripen, cellar, pleasure,
fortunate, confident, civilize, and opposition.
I placed her in the Late Within Word Pattern Stage due to the errors made when writing
Long Vowels and Other Vowels. The student misspelled “float,” and “bright,” and replaced them
with “ote,” and “ite,” which is a Long Vowel error. Also, she has been placed her because of
other vowel errors seen in “spoil,” and “chewed.” “A” will exceed this benchmark once she
masters the Long and Other Vowel spelling in the Within Word Pattern Stage.
Word Recognition
With this assessment, each list is scored separately. “A” fell into the “independent” stage
based on her individual scores on each list. The benchmark of this assessment is the second
grade, and she exceeds the benchmark. She correctly said 19/20 words for the second grade list,
and then 17/20, or 85%, words correct for the third grade list; she was placed in the
“instructional” stage for the third grade list.
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For the primer list, “A” correctly said 18/20 words, mispronouncing “now” as “how,” and
she skipped the word “home.” “A” correctly said all of the words on the first grade list. For the
second grade list, “A” mispronounced “mile” as “mill.” For the third grade list, “A”
mispronounced “patient,” as “patenent,” “arithmetic,” as “arithmatic,” and “bush” as “boosh.”
“A” mispronounced “museum,” initially, but then re-corrected her, so I marked that word as
correct.
Her strengths could be seen in her performance with the “one” word list, as well as the
second grade list; she had a perfect score for the first grade list and a 19/20 for the second grade
list. Her weaknesses were shown with the primer and third grade list; though her scores were not
low for these two lists, she performed better with the first and second grade lists. “A” scored a
17/20 for the third grade list and an 18/20 for the primer list.
Her performance here can be compared to the words during her spelling assessment. “A”
showed some difficulty with syllables. With the third grade list, “A” read “patient,” as
“patenent.” A similar instance is seen during the spelling assessment when “A” wrote
“fortunate,” as “forchenet.” These are multi-syllable words that “A” frequently plugged the letter
“e” into, based on the sound that latter makes.
Both of these assessments show “A’s” weaknesses with words containing the silent e.
“A” pronounced “mile” as “mill,” which shows she did not use the silent e to make the “I”
become a long “I.” A similar weakness was shown when she was asked to spell “float, “ and
wrote down “flote.” Here, she does make the “o” and long o, but then uses the silent e, rather
than the “oa” combination.
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Writing
According to “A’s” teacher, students in her class should be able to write a paragraph. “A”
was asked to answer the prompt in four sentences, and this child asked if she could write more.
This child made punctuation very apparent with periods and exclamation points, but wrote in
sentence fragments. Some of these fragments were properly capitalized when starting off a
sentence, like the word “cool” and “I;” “I” was always written in the capital form. However,
“or,” “no,” and “and” started off sentences without capital letters. This child misspelled “maybe”
as “mabie,” and “cruise” as “croos.” This child also misspelled “dolphins” as “dofiens,” and
wrote the “d” as a capital letter, even though this word did not start a sentence. This student does
answer the prompt with her sentence fragments. Her spelling of “cruise” as “croos” is a
reflection of the Long and Other Vowel errors she made in her spelling assessment, as well as on
the writing portion.
Pertaining to the Qualitative Checklist, “A” starts displaying weakness in the Late Within
Word Patten phase. She misspelled “chewed” as “chowed,” which shows that most other vowel
patterns are spelled incorrectly in words such as “chewed.” “A’s” strengths from this checklist
includes spelling harder blends and diagraphs correctly. However, “A” confuses some long
vowel words.
Summary
In conclusion, this child falls into the Late Within Word Pattern Stage for spelling, based
on her score of 10 for words correct; this number is closest to the Late Within Word Pattern
Stage. “A” reaches the second grade benchmark for Word Recognition because she scored above
80%. Her final score for this assessment was 92.5%, which puts her at the “independent” level.
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Finally, this child’s writing had spelling errors, capitalization errors, and sentence fragments. The
prompt was answered with these fragments, and vowel errors in spelling were found.
After comparing the three assessments, “A’s” strength and weaknesses were determined.
“A” showed weakness when dealing with multi-syllable words, which can be seen in her reading
and spelling activities, as well as long vowel sounds, which can also be found in her spelling and
reading activities. “A’s” strengths were seen during the Analytical Reading Inventory
assessment, especially during the first grade list; “A” read all of the words correctly. More of her
strengths can be seen in the “Consonants, “Short Vowels,” “Diagraphs,” and “Blends” sections
of the Elementary Spelling Inventory Feature Guide; “A” got the best possible scores when
dealing with these parts of specific words.
“A” would need instruction in the Long Vowel area, specifically words dealing with o
silent e and the oa vowel combination. Her Long Vowel weaknesses can be seen during the
Spelling and Word Recognition assessments. As stated before, “A” pronounced “mile” as “mill,”
make the “I” become a long “I.” A also was asked to spell “float, “ and wrote down “flote.”
Here, she does make the “o” and long o, but then uses the silent e, rather than the “oa”
combination.
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A’s Elementary Spelling Inventory Feature Guide
Blue= # Correct
Red= # Incorrect
Consonants
(7/7= 100%)
Short
Vowels
(5/5= 100%)
Diagraphs
(6/6= 100%)
Blends
(7/7= 100%)
Long
Vowels
(3/5= 60%)
Other
Vowels
(5/7= 71.4%)
Inflected
Endings
(4/5= 80%)
Syllable
Junctures
(2/5= 40%)
Unaccented
Final
Syllables
(3/5= 60%)
Harder
Suffixes
(0/5=0%)
Bases or
Roots
(0/5=0%)
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Instructional Implications/Recommendations
Based on a review of A’s performance on the Elementary Spelling Inventory, she needs
to work on the long vowel features. She had difficulty with o silent e and the oa vowel
combination. Similar errors were noted in her writing. Although she was able to read words with
the long o, she could not spell them.
Therefore my focus of instruction will begin with long vowels. I will begin instruction
with o silent e and oa vowel combination. I will use the poem “Follow the Wind,” as an
introduction of the sounds and to refresh the long o vowel sound. The texts, Rose’s Birthday and
Wilbert Took a Walk, will be used as a follow up for a word hunt. Rose’s Birthday contains o
silent e words for the word hunt, while Wilbert Took a Walk contains the oa vowel combination
and long vowel o words for the other word hunt. Detailed directions for the lesson are included
in my attached lesson plan.
Signature Assignment 13
Phonics Lesson Plan
Title: “O Silent e and Oa Words”
Topic: The skills being addressed in this lesson are “o silent e” words and the “oa” vowel
combination.
Spelling Stage: This addresses the Within Word spelling stage, specifically the Early Within
Word spelling stage.
Objective:

Students will be able to identify words that contain o silent e and the oa combination.

Students will be able to identify the sounds the o silent e and the oa combination make.

Students will be able to spell words that contain o silent e and the oa combination

There is not a generalization for this lesson; this is something students memorize over
time.

CCSS.ELA-LITERACY.SL.2.1.C
Ask for clarification and further explanation as needed about the topics and texts under
discussion. (If a student has difficulty during the word sort activity, then the student can
ask for a further explanation of the word patterns.)

CCSS.ELA-LITERACY.SL.2.3
Ask and answer questions about what a speaker says in order to clarify comprehension,
gather additional information, or deepen understanding of a topic or issue. (When reading
the two stories together, students will be asked to identify oa and o silent e words. If a
student is having difficulty with this activity, he or she can ask for help finding the
specific words.)
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
CCSS.ELA-LITERACY.RF.2.3.A
Distinguish long and short vowels when reading regularly spelled one-syllable words.

CCSS.ELA-LITERACY.RF.2.3.B
Know spelling-sound correspondences for additional common vowel teams.
Prerequisite Skills:

Students must be able to identify long and short vowel sounds, especially the long and
short “o” sound.

Though long vowel “o” sound is seen in words that contain the o silent e and oa vowel
combination, the main focus is building on the long o sound by concentrating on words
that contain o silent and the oa combination.

Students must have phonemic awareness in order to understand the specific phonemes
found in oa words and the o silent e combination.
Materials:

Two texts and a poem will be used.

The poem is “Follow the Wind.”

Jensen, Ned, Rose’s Birthday, Learning A-Z.

Spevack, Judy, Wilbert Took a Walk, 1996, Parsippany, NJ, Pearson Education Inc.

Other materials that will be used include a word sort and a board game.
Rationale:

I chose this topic/skill based on an assessment performed on a second grader. Most
children fall into the Within Word Stage at this age, so it is important to master this skill
so students can advance. Errors were made in the Early Within Word Stage, specifically
with o silent e and oa words. The lesson, word sort, and game were created to teach the o
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silent e and oa vowel combinations to prevent any further confusion, which will allow for
cognitive growth.

It is important for students to possess this skill because having this skill allows students
to know how words with o silent e and oa combinations are spelled. Even though these
words sound similar because of the long o vowel sound, they are spelt differently.
Students need to know how to properly spell words because this is a skill everyone needs
to write and speak throughout their lives.

Both texts were chosen because each individual text exhibits a different skill. Several “o
silent e” words are seen in Rose’s Birthday, while the “oa” combination words can be
found in Wilbert Took a Walk. Though some of the words found in the text can be found
in the word sort, students are introduced to other words following this pattern in the text,
which can show if the students have an understanding of the lesson.
Activities/ Procedures:

Modeling, think-aloud, and demonstration will all be used at some point during this
lesson.

Introduction: We have been working on short and long vowel sounds, specifically with
the letter “o.” So today, we will be working on the long vowel sound found in the vowel
combinations of “o silent e” and “oa.” An example of an “o silent e” word is “cone”
because the silent e makes the “o” vowel long; we know the o long vowel sounds says the
“o” name. An example of an oa word is moan. Again, there is a long vowel o sound in
“moan” and there is an “oa” vowel combination. Now, I will read a poem called, “Follow
the Wind.”
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
I will read the poem to the students, and ask them to identify the “oa” words in the poem.
If they have difficulty with this, I will ask them to find the words with the long vowel “o”
sound to help them see what they have to look for with “oa” words.

A word sort will then be completed. I created this word sort myself and incorporated
some words from the two books I will be reading later on. Other words were put in the
sort because they follow the pattern. I will show the students the categories: o silent e, oa,
and oddball. Then, I will read all of the words in the sort and demonstrate one example
for the oa and o silent e category, and explain why I placed them there. Students will then
work together to place the words from the sort in their proper category. Students must
explain why they chose to place the word in a specific area.

After the word sort comes our reading activity. Two books will be read. The first book is
Rose’s Birthday. This book has words that follow the o silent e pattern. I will read the
book to the students and together, they will find the o silent e words on each page. I will
go around clockwise to each student at one point to see if the student can spot the word
on each page. The same reading process will be done for Wilbert Took a Walk, which
incorporates a few oa and o silent e words.
Guided Practice:

This sort will be introduced after I read the poem and before the students and I work
together to read the two stories. I will show the three categories to the students: oa, o
silent e, and oddball. All of the words in the sort will be read. Then, I will demonstrate
one example in each category and explain why it belongs there.

As a group, students will discuss amongst themselves where the words belong and why.
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
I will know they are grasping the concept based on which category the words are placed
in. If one of the words is wrong, I will have the students look at the word again. If
students are having difficulty sorting it, I will help explain which category the word
belongs in. With the oddball category, I will explain how the long o vowel sound is seen
in the word, but it does not follow the patterns specified.

There is not a generalization that goes with this lesson. Students will eventually
memorize which words follow the oa pattern and which words follow the o silent e
pattern. Both categories, however, have a long o vowel sound in their words.
Independent Practice:

In order to play this game, students must have an understanding of how the long vowel o
works in words that follow the o silent e or oa pattern. Students also must be able to read
the directions to understand the game, as well as the game cards and parts of the game
board that have specific words on them. Students must also be able to count up to the
number four. Though there is a die in this game, the numbers do not follow the pattern of
a regular die, due to the small size of the game board.
Game:

The game is called “Rose’s Birthday.” The game board is in the shape of a birthday
present.

Prerequisite Skills: In order to play this game, students must have an understanding of
how the long vowel o works in words that follow the o silent e or oa pattern. Students
also must be able to read the directions to understand the game, as well as the game cards
and parts of the game board that have specific words on them. Students must also be able
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to count up to the number four. Though there is a die in this game, the numbers do not
follow the pattern of a regular die, due to the small size of the game board.

Number of Players: Anywhere from two to four players are needed for this game.

Materials: The things needed to complete this game include players, game cards, game
pieces, and a die.

Objective: Students will be able to spell, categorize, and read words that contain the oa
vowel combination or follow the o silent e format. Each student’s game piece represents
a different piece of a birthday party (presents, balloons, etc). Students are allowed to help
each other during the game, for the game cannot be completed without everyone finishing
and understanding the concepts, just as a party cannot happen without decorations,
presents, etc.

Rules:
1. There can be two to four players in this game.
2. Each player must choose which part of the birthday party he or she wants their game
piece to be.
3. The “START” line lines up these game pieces.
4. Each player starts off by rolling the die. The highest number then rolls again to begin the
game. If “roll again” comes up, please roll again until a number is reached.
5. If a player lands on a white space with a word on it, this word must be read. If the player
gets the word correct, they wait until their next turn to roll again and proceed playing. If
the player gets the word incorrect, they can revisit the word after everyone else plays. If
the player is still struggling, he or she can ask their teammates for help. After all this
occurs, the player can roll and proceed with the game on their next turn.
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6. If the player lands on a green or pink space, a teammate must pick up the corresponding
color card and read to them. Green cards ask for the specific spelling of words, while the
pink cards ask for the categories of the word. If the player gets the answer incorrect, the
same procedure listed in number 5 occurs.
7. If the player lands on the “FREE SPACE” square, then he or she is exempt from reading
or answering a question for this turn.
8. Once a player hits the end of the board horizontally, the student must follow the
squiggly ribbon up to the bow. The bow contains pink and green squares and is still
considered part of the game.
9. After the player gets through the bow, he or she continues down the board
vertically, until he or she reaches the “FINISH” line.
10. The first one to reach the finish line is the first to the birthday party. However, no one
wins until everyone completes the game or “arrives to the birthday party.”
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Signature Assignment 21
Signature Assignment 22
Critique
I was initially very nervous for this project. I was worried about my performance with
giving the assessments and creating the lesson plan; I did not want to do anything incorrectly.
My weaknesses are I felt very unorganized at times. I was unsure of what areas I should focus on
with my student. I also feel I did not explicitly explain the assessments enough in this signature
assignment. For my strengths, I was very straight forward and to the point with my descriptions;
in a way, I felt there was no room for confusion. I stated the purpose of each assessment, and
understood why I was doing what I was doing. Over time, all of the material I was learning
throughout the signature assignment clicked, and I was able to allow my creativity show in my
lesson and my game.
If I could do anything different, I would work on my organizational skills throughout this
whole process. I felt my organization was the root of my problem. If I was more organized, I
would be able to focus more on the areas of instruction for my student; this would allow me to
develop my lesson and game even more, and work more strategically on my sorts and activities.
My organization level made me confused and feel lost at times, so I felt I could not perform to
the best of my ability.
The quotations provided from my papers that match the rubric are bolded.
Description of Assessments
The rubric states that the project, “Provides clear descriptions of at least two assessments
used,” and “Includes a clear statement of their appropriateness and purpose.” Both of these
statements can be seen in my Description of Assessments. In my paper, I wrote, “The purpose
of this assessment is to identify what stage of spelling the student is in, and what sounds or
Signature Assignment 23
words the child knows how to pronounce or spell. The information gathered from this
assessment will allow for a plan of instruction for the individual student. This assessment is
appropriate for a second grader because this test is meant to be given to any child in the
first through sixth grade.” This was written for the Elementary Spelling Inventory section and I
discuss how it is appropriate and what the purpose of it was.
In my paper, I also gave clear descriptions of at least two assessments. For the Writing
Prompt, I wrote, “In order to complete this assessment, the child must respond with four
sentences to the given prompt. The response can either be a fabricated idea or what the
child would really do in the situation. The child has not practiced this prompt. The
administrator should read the prompt to the student, and the student should be told to
write after. Questions must not be used. The purpose of this assessment is to provide
information about the child’s writing stage he or she is in. This assessment shows the
students’ ability to identify the sounds each letter makes and how to properly spell words.
This is appropriate for a second grader because the child falls into the age range for
students who take this assessment.” This not only describes the assessment, but it also explains
its purpose and how it is appropriate.
Another description of an assessment in my paper says, “The Elementary Spelling
Inventory Assessment begins with consonant vowel consonant words, such as “bed,” and
“ship,” and tests children on words with inflectional endings, that end with “ing,” “ed,”
and “es.” The administrator reads words off of a list to the student, and the student spells
these words. If the student gets more than six words incorrect, the assessment should be
stopped. If the student gets 20 words correct, the Upper Level Inventory Assessment should
be given. In order for the students to get a better understanding of each word or recognize
Signature Assignment 24
the proper meaning behind each word, the words off this inventory can be read in
sentences. An example sentence could be, “My sister and I went shopping at the mall.””
Interpretation of Assessment Data
With this portion of the rubric, the target area states, “Provides in-depth comparison of
data from the testing with known benchmarks to accurately place student along a developmental
continuum of word knowledge.” In my paper discussing my interpretation of the data, I wrote,
““A” fell into the Late Within Word Pattern Stage of spelling, which is the benchmark
range most second graders fall into. When completing the spelling assessment, “A” was
read words off of the Words Their Way Elementary Spelling Inventory List. These words
were repeated twice, and sentences were provided as needed. Out of a possible 25 word
spelled correctly, “A” spelled 10 words right. According to a chart that identifies what
stage a child falls into with this assessment, “A” would fall in the middle of Late Within
Word Pattern Stage and the Early Syllables and Affixes Stage, but her score was closer to
the Early Syllables and Affixes Stage. In order to determine which actual stage she was
placed in, I looked at all the stages, and searched for where she reached the “instructional”
level after not making any mistakes.” This describes her benchmark in accordance with the
assessment and her developmental level.
The rubric also states, “Areas of strength and weakness for phonological
awareness/phonics/spelling instruction, word recognition and writing are identified.” In my
paper, I wrote, “After comparing the three assessments, “A’s” strength and weaknesses
were determined. “A” showed weakness when dealing with multi-syllable words, which can
be seen in her reading and spelling activities, as well as long vowel sounds, which can also
Signature Assignment 25
be found in her spelling and reading activities. “A’s” strengths were seen during the
Analytical Reading Inventory assessment, especially during the first grade list; “A” read all
of the words correctly. More of her strengths can be seen in the “Consonants, “Short
Vowels,” “Diagraphs,” and “Blends” sections of the Elementary Spelling Inventory Feature
Guide; “A” got the best possible scores when dealing with these parts of specific words.”
This describes “A’s” strengths and weaknesses when comparing her performance on all three
assessments.
Instructional Implications/Recommendations
For this portion of the rubric, the following is written, “ Identifies a developmentally
appropriate starting-point for small-group or one-to-one instruction and one subsequent focus.”
In my paper, the following was written, “Based on a review of A’s performance on the
Elementary Spelling Inventory, she needs to work on the long vowel features. She had
difficulty with o silent e and the oa vowel combination. Similar errors were noted in her
writing. Although she was able to read words with the long o, she could not spell them.”
This focuses on individual instruction with “A,” and how her individual starting points deal with
o silent e and oa words, pertaining to long vowels.
The other portion of the rubric says the following, “Integration with children’s literature
and attention to motivation are clearly evident.” In my paper, I discussed, “The texts, Rose’s
Birthday and Wilbert Took a Walk, will be used as a follow up for a word hunt. Rose’s
Birthday contains o silent e words for the word hunt, while Wilbert Took a Walk contains
the oa vowel combination and long vowel o words for the other word hunt.” Specific
children’s literature was chosen because of the corresponding vowels and sounds.
Signature Assignment 26