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Spelling High Frequency Words

Spelling High Frequency Words

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Published by: sayer_nicole on Apr 05, 2012
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Nicole SayerFebruary 12, 2012Spelling IP
Student:
Reading Class (SE, JR, JF, JK, JD)
Skill:
Spelling
Initiator:
Nicole Sayer
Context for instruction:
 This instruction will take place in the reading support classroom the students attend in themorning. There will be the five students, the special education teacher, and myself. Thisprogram will take about five minutes of time and the materials needed are just the list of words and paper and a pencil for the students to use. The students will also receive a copyof the homework at the beginning of the lesson to highlight their spelling words in theirhomework.
Program Objective:
 JK
In the reading support classroom during group instruction, JK will use spellingpatterns provided to spell words on spelling test with 100% accuracy for 5 consecutiveprobe trials.JD
In the reading support classroom during group instruction, JD will use spellingpatterns provided to spell words on spelling test with 80% accuracy for 5 consecutiveprobe trials.JF
In the reading support classroom during group instruction, JF will use spelling patternsprovided to spell words on spelling test with 80% accuracy for 5 consecutive probe trials.JR
In the reading support classroom during group instruction, JR will use spellingpatterns provided to spell words on spelling test with 100% accuracy for 5 consecutiveprobe trials.SE
In the reading support classroom during group instruction, SE will use spellingpatterns provided to spell words on spelling test with 100% accuracy for 5 consecutiveprobe trials.
Generalization:
I want students to generalize thei
r spelling skills to all words that they don’t know how to
spell. The spelling patterns learned in this Steck-Vaughn spelling program can be applied toall words in the English language because it teaches the different skills and rules of ourlanguage. Students will be trained to generalize through this lesson. They will be reinforcedonly for the words they spell correctly during the week the words are on their list. If previous spelling words come up in writing they will not be reinforced. Unit reviews mayoccur during the lessons in the book, in that case students will be reinforced for past wordsbecause they are on their spelling list again.
 
Rationale:
 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.
 Assessment Procedures
: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
 
-
 
Repeat until the time goes off (2 minutes approx. for response, time allotted forteacher direction)-
 
Scoring: students are scored on the correct number of letter sequences in theirspelling. Every pair of letters that are together and correct receives a carat inbetween them, the first and last letter receive a carat before or after if correct 
o
 
EX. ^D^I^R^E^C^T^ -- 7 correct letter sequences (7 LS)
o
 
^D^I^R^E K T^ -- 5 correct letter sequences (5 LS)
o
 
Total the correct LS for every student Step 4: After providing assessment and scoring, graph the results. For spelling graph thetotally correct LS for each day. ** See graphs on data sheet for proper set up**Steps 5 & 6: These steps will not be addressed in this program, but they are towards goalsetting and applying goals into future educational planning for the students.
 Assessment Schedule:
 
It will be most effective to have the students assessed every “Day 5” in the school day
rotation. The students will be in a large group setting during this test, which is the best wayto assess all students at the same time. This should be given every week until there hasbeen mastery of the skill. Baseline data for each week will be taken during the pretest foreach spelling pattern. Students will be assessed using CBM assessment procedures everythree weeks of instruction.
Instructional Procedures:
**Students will be taught using the Steck-Vaughn spelling program. An example worksheet is attached**Since there is no prompt fading system to be used with spelling, the weekly instructionalprocedures are laid out below.Day 1
(Baseline)
:-
 
Pretest students on list in new lesson for the week -
 
Go over first assignment, including spelling patterns for the week -
 
Remind students to study words over the course of the week and that they will betested Day 5-
 
Pass back Day 4 homework from previous week for students to correct Day 2:-
 
Collect Day 1 homework -
 
Go over the sections of homework from Day 1-
 
Pass out Day 2 homework -
 
Go over homework directions quickly, pointing out spelling patterns and trickyquestions-
 
Remind students to study words over the course of the week and that they will betested on Day 5Day 3:

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