Breanna Dougherty Professor Jenny Rich ELD-307-01 March 11, 2014 Word Study Word assessments are given

to evaluate a students ability to identify certain phonetic patterns or vowel sounds in words. These studies can target what students struggle with what phonetic patterns, and help teachers identify what they need to work on. Also, it can help a teacher notice if multiple students are struggling with a sound that was already reviewed in class, and see if students need to revisit a certain group of words. After assessing a student in my third grade class at Hawk, I understand how important it is to utilize word assessments. Maya is a third grade student in Hawk Elementary School. In the three spelling groups Mrs. Jones categorizes students into, she is in the lower level group. The students are not aware of the spelling group levels, aside from the highest group because there are only two spellers in that group, both of whom are significantly more advanced than the other two groups (their spelling words last week included words like statistician and physician). The class is a mixed class, and does not contain any cluster students, implying that most students learn on similar levels. I administered the assessment to Maya using the Words Their Way elementary spelling list. This list of words gives words that focus on consonant and vowel sounds, digraphs, blends, inflected endings, and more that Maya did not reach. To complete the assessment, I read words off of the spelling list and asked Maya to write the words she

heard on a paper. The spelling words were recited in sentences to ensure that the student did not mistake a word for its homophone. After five misspelled words, it is recommended that the assessment end, however I continued the assessment past the recommended amount. The purpose of stopping after five words is to prevent the students from becoming frustrated, and evaluate the words that they were struggling with. The reason I chose to continue was because there was no pattern in the words she was misspelling, initially. After a few more words, there was more of a pattern to her misspellings. On completing the assessment and evaluating the results, I found that Maya was struggling with long vowels and inflected endings. She struggled with the long vowels that used extra letters, for example float, place and bright. Mrs. Jones looked over her results and said that some of the earlier words Maya misspelled should not have happened as Maya was familiar with those letter groupings, however she confirmed that Maya did not learn the -igh sound yet, or the -a-consonant-e ending (Maya spelled place as plays, even though the word was enunciated and used in a sentence). With inflected endings, Maya struggled changing -y to -ies, adding an extra consonant and ing (shoping instead of shopping), and using the -ed ending (chewd instead of chewed). Maya put much thought into each word she wrote, so you could see she tried to sound it out in her head to make it right on paper. When spelling place, Maya erased her answer three times before settling with the spelling plays, and her expression still did not bare confidence. Based on Mayas results, I would take time to focus on vowel sounds with her. I could give her two bonus words with her spelling list each week that utilize the -igh or -

oa sounds, or other similar phonetic properties. The bonus words are something I could assign to each student to target their weakness so it does not seem like one student is getting more work than another. These words could also end with inflicted endings, or rotate with words that contain inflicted endings to better Mayas understanding. Lastly, I could give Maya books for D.E.A.R. (Drop Everything And Read) time that have a high volume of long vowel and inflicted ending words. This will help her practice the words by recognizing them, and using them in context.

Subject/Topic: Third Grade Individualized Lesson Plan-Word Study, Maya Rationale: This lesson will allow Maya to learn the phonetic sounds she struggles with. I will be able to assess her understanding of which phonetic sounds are included in which words by her ability to identify words in text, sort them into like categories, and eventually spell them. Standards: L.3.2.e-Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words L.3.2.f-Use spelling patterns and generalizations in writing words Objectives: Maya will be able to identify word patterns she is currently unfamiliar with, as well as practice writing these words and using their letters. She will be breaking down words and finding word patterns that help spell the word. Also, based on the word study I completed with her, she will be able to spell the words she was unable to spell the first time. Materials: SMARTBoard, pencil, paper Procedures (include teacher talk) Engagement/Anticipatory Set: Maya, do you remember learning about how vowels and consonants sound in small words, like the word bed? Or how two letters can combine and make one noise, like ch? We are going to focus on another word pattern like that today. Mentor teach and model: I will show Maya two sentences on the SMARTBoard. My mother asked me to turn off the lights. I tried to help her by shutting them off. I will then go to the next page, which has the same sentences on it, however lights, tried, and shutting will be underlined. I will then break apart the word lights and write it on the SMARTBoard (l-igh-t-s). I will ask then say the word out loud and point out to Maya, Oh, -igh seems to make the long i sound. I will then take the word tried and identify the root word. Then I will break down the spelling and review with Maya how try became tried. By losing the -y and adding -ied. Finally, I will look at shutting the same way, and identify the root word. I will then

point out the necessity for the two ts. Guided Practice: Together, Maya and I will review more sentences with words holding the same patterns. Each time she sees a word following those patterns, we will identify it and break it down based on the pronunciation and spelling. We will practice these until Maya is comfortable, and come up with some words on our own that have similar sounds, and see if they are spelled the same. Independent Application: I will present Maya with a SMARTBoard sort for her to place a number of words into categories based on what we learned. The words will hold the same patterns we discussed, and she will explain to me why each word belongs in each group and how she knows. She will be asked to write words that we practiced into the groups that are not up there to sort so she can practice spelling. Closure: I will ask Maya to pay attention to any signs she may see on the road that have any words with patterns that we practiced. I will ask her to keep a mental note of these. I will also ask her to practice writing five words of her choice that we practiced today. She will be writing them once by copying them from a sheet I will give her, then asked to write the words again on the back without looking. Assessment: I will be able to tell she understood the patterns based on the breakdown of the words we will do together. Also, I will be able to assess her SMARTBoard sort for accuracy, and evaluate her explanations. Finally, I will be able to see her spelling accuracy in the words I had her write, and the words she practiced for homework.