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TheDevelopmentalPerspecEve AssessmentofWord Knowledge Dr.FrancineJohnston ILAJuly2016 • Unlikemanyprograms,WTWtakesa developmentalapproachtotheteaching ofspelling/phonics • Toteachwellweneedtoknowwhere childrenareintermsoftheir development,whattheyalreadyknowand whattheyarereadytolearn. FindingtheZPD: “ZoneofProximal Development” orZPD • Whatdostudentsshowustheyalready knowandunderstand?(IndependentLevel) • Whatdostudentsshowustheyareusingbutconfusing?This iswhattheyarereadytolearnmoreabout.(InstrucEonal Level) • Whatismissing?Thisisbeyondwhatstudentsarelikelyto rememberandapply.(FrustraEonLevel) • ThisinformaEoniseasytoobtainbylookingatchildren’s spellingefforts! LevVygotsky Benny Age6.9 1stgrade WhatdoesBenny know? Whatdoesheuse butconfusein hisZPD? Whatisbeyondhis ZPD? How important is the ZPD? A Study of 3rd grade spelling : 1. Morris et al. assessed children’s spelling level in 6 classes that used a grade-level spelling book and found that there were quite a few children who were at a 1st or 2nd grade level. 2. 3 teachers were ask to continue doing what they had always done – assign spelling lesson in book to everyone in the class (this meant that some children were spelling words that were way beyond their ZPD). 3 other teachers did a simple modification – use the second grade spelling book with lowest children and double up some of the lessons to increase the pace. 1 3. The 3rd grade teachers did not do anything special with spelling in terms of the words and activities. They just placed students in spelling books that were closer to their level 4. When children were assessed at the end of the year the children who were placed at their instructional level made the most progress. They could even spell more 3rd grade words than the low 3rd graders who had been in the control group and studied those words! Morris, D. et al (1995). Teaching low-achieving spellers at their “instructional level” Elementary School Journal, 96, 163-177. When and How do We Assess? • InformallyalltheEmeasweexamine student’serrorsintheirwriEngandreading • Withinventories • WithSpellChecks • Throughweeklyspellingtests Whydoweassessword knowledge? ToidenEfythestudents’ZPDorinstrucEonal level ToplanappropriateinstrucEon TomonitorprogressandtheeffecEvenessof instrucEon *Tosendamessageabouttheimportanceof correctspelling StudentWriEngSample January is not worm. And the flowrs do not blume. And you do not go bikeing or fishing. I dot war shorts and te shurts in January. I do not see fireflys at nite. (Ellie 2nd grade) What does Ellie know? What is she using but confusing? What should instruction address? DisadvantagesofUsingWriEngto DetermineStage • Notallfeaturesaresampled • Somechildrenuseonlywordstheycanspell correctly • Childrenuseresourcestofindcorrectspellings andediterrors • Analysismaybedifficult Ellie’s2ndgradeInventory fan ✓ pet ✓ dig ✓ rob ✓ rope ✓ wate wait jok junk stik stick shin shine dreme dream blad blade coche coach frite fright chuwing chewing 2 SpellingInventories • UseselectedwordsthatcaptureinformaEonabout parEcularfeaturesatdifferentstages • Canbeadministeredearlyandeasily–simplycall unstudiedwordsaloudtospell • Featureanalysisisprovided • CanbeusedtomonitorgrowthoverEmewhen wordsarecompared QualitaEveSpellingInventories • • • • PrimarySpellingInventoryK-2/3(PSI) ElementarySpellingInventoryK-6(ESI) UpperLevelSpellingInventory5-12(USI) AllinventoriesandcompletedirecEonscanbefound intheAppendicesandcanbeprintedfromtheonline PDToolkit. PrimarySpellingInventory-PSI • • • • GradesK-2/3 Hasbecomewidelyused Callaloud5to26words Analyzeerrorswithafeatureguide Feature Guide NowYouTryIt • LookatKelly’sSpellings • CompleteafeatureanalysisusingthePrimary SpellingInventoryFeatureGuide.Underlinethe 15thword. • AdjusttheraEosforKellysincesheonlytried15 words • Canyoudetermineherlevelandwhatsheis readytostudy? 3 Kailtyn’sresultslookgoodontheESIsoI movedtoahardertest Circlethe stage adjustraEos UpperSpellingInventory QuesEonsaboutscoring • Lejerreversals?rodforrob • Lejersoutoforder?nihgtfornight • Other? ClassComposite • AleradministraEnganinventorytoalargegroupthe scorescanbetransferredtoacompositesheet. • Beginbyorderingthefeatureguidesfromhighestto lowesttotalscore. • Recordeachstudent’sscoresinarow. • HighlightinstrucEonalscores(morethanoneerror) • LookforinstrucEonalgroups 4 SpellingbyStage OrganizaEonChart • AnotherwaytofindyourinstrucEonalgroups • ListnamesbystageandidenEfygroups Putinorder fromhighto low Highlightcellswith morethanone error Lookfor groups UsingtheAssessmentApplicaEon • ThePDToolkithasanapplicaEontorecord informaEonfrominventories • Hasanyoneusedthis? OtherAssessments • EmergentClassRecord • KindergartenSpellingInventoryPALS • WordFeatureSpellingInventory EmergentClassRecord • AchecklistappropriateforPre-KtoKtoanalyze wriEngoraspellinginventory • SavespaperwhenchildrenareintheEmergentand ELNstages 5 PALSKindergartenInventory FineTuningAssessments LNSpellCheckswithpictures • TheiniEalinventoryoffersonlyanesEmateofastudent’s level.Youshouldobserveothersourcesofdata(wriEng samplesandweeklytests)anduseongoingobservaEons tofinetune. • Spellchecksareavailableatwebsiteandinsupplemental textsthatgointomoredetailbyassessingwithmore wordsandaddiEonalfeatures • Spellcheckcanbeusedaspretestsandposjestsandcan beusedtoidenEfyexactlywhatfeaturesneedtobe assessed. TypicalSpellCheckof10words • Hereisanpre-posttest assessmentfromWWP Supplement • Notehowitgoesinto depthwithCVCe pajerns 6 MonitoringwithSpellChecks • OnceyouidenEfythestarEngpointforastage(SuchasEarly WWP)youconEnuetousetheSpellChecksinorderto monitorprogress. • Youshouldgiveweeklytestsbutaunittest(orposjest)will giveyoumoreconfidencethatchildrenaremasteringthe features. • Youmaynotneedtogivetheinventoryagain. • Shareresultswithstudentstosetgoals WeeklySpellingTests TipsforTesEng • Createarelaxedatmosphere • Explainthatstudentsdonotneedtostudyforthe testbuttojustdotheirbestsoyoucanplan instrucEon • Modelforyoungerchildrenhowtospellasbest theycan • Avoidcopyingandoverhearingothers • Stopwhenyouhaveagoodsampleoferrorsbut trytofinishtheinventoryifyoucan. • Werecommendthataleraweekofworkingwith assignedwordsthatstudentsbegivena tradiEonalspellingtest • Itmightonlyassess10words(Studentswillnot knowwhichwords). • Providesfeedbacktoteacherandstudentsabout whethertheweeklyacEviEeshavebeeneffecEve andwhetherthewordsorfeaturesareinthe student’sZPD • Sendsamessagetostudentsthattheyare responsibleformasteringthewords! AssessingELs • InaddiEontothekindsoferrorschildrenmakeat differentstageswealsoneedtoconsidertheirfirst language • WhatmightyouexpectwhenyouassessElswhoare literateinanotherlanguage? • Otherlanguagesdonothavethesamesetofphonemes weuseinEnglishandmayusethesamelejersto representdifferentsounds. • Ex:Spanishlacksth,sh,v,h,r,s-blends(st,spetc.)and manyoftheshortvowels • Whatwouldyouaddfromyourownexperience? Whatmightaccountfor: • • • • • • ship = chep think = tenk yet = jat van = ban hand = jan steep = estip 7 TypicalELspellingissues OtherAssessments • Somelanguages(Spanish,Hmong,&Chinese)havemostly opensyllablesostudentswillomitfinalconsonants • Blendsarerareinsomelanguagesandstudentsmay insertvowelsastheytrytosoundouttheword:FEREND forfriend,SIMOKforsmoke,ESCULforschool. • Unaccentedsyllableswiththeschwasoundmightbeoverenunciatedoromijed.INVUNTACHNforinvita1on • Resultsmaybeuneven.Somewordsmayhavebeen memorizedbutfeaturesnotunderstood. • Readingassessmentscanalsogiveusanideaofwhat informaEonstudentshaveabouthowwordswork. • Observestudentsinformallyastheyreadandmake noteoftheirerrorsandsubsEtuEons. • Dotheirreadingbehaviorsandachievementlevel correlatewiththeresultsofthespellinginventory? ReadingTestsofWordKnowledge • WordrecogniEonaccuracyintextreading (QRI,DRA,RunningRecords) • WordrecogniEoninisolaEonusinggraded wordlists • Pseudowordornonsensewordreading • ThanksforyourajenEonandbestwishesin yourworkwithchildren 8
