By learning this skill the students will be able to remember to spell using these patternsthroughout the rest of their lives. Learning these patterns makes the spelling of the words
stick in the students’ heads so the
y remember them. These are patterns that are most likelyto be used throughout the rest of their school years and lives so they need to rememberhow to spell them.
:Before instruction, the students will be read a list of words to write down as a pretest. Theywill be assessed on their ability to spell words correctly based on spelling patterns. Thiswill occur everyday and data will be taken. During instruction, the students will beassessed by having to spell words without direct feedback. They will follow the sameinstructional procedure without teacher correction or feedback to determine their abilityto know and understand spelling patterns. The step-by-step procedures for theseassessments will be:1.
Students open notebooks to clean page2.
Teacher takes out spelling lists, words determined in the Steck-Vaughn SpellingWorkbook 3.
Read word out loud to students4.
Say sentence with the word in it 5.
Repeat word to students6.
Wait for all students to be complete and move on to next word7.
Collect tests and grade, giving students a percentage grade8.
Record grade in data sheet 9.
Average scores to get class average grade
Curriculum Based Measurement
Every three weeks students will be progressed monitored by using the CBM outline forspelling monitoring. There are still that will be followed, but they will be different than theregular probe procedures. The steps follow below:Step 1: Students will be progressed monitored for generalization of spelling words learnedthroughout programStep 2: The students are spelling using words below their grade level
they will be spellingfrom the Steck-Vaughn spelling programStep 3:-
Students are in whole group setting-
Select random words from pot of all words learned is past lessons-
Provide students with lined, numbered paper to be assessed with-
Set time for 3 minutes-
Read the word to the students, use the word in a sentence, then repeat the word-
Allow 10 seconds for the students to write the word-
Move on to next word after 10 seconds, even if students are not finished