INTERVENTION PLAN AND REPORT

Student Profile

Thomas was born on the 14th of December 1999. He is currently 11 years of age and
has just completed Grade 5 at Primary School level. Thomas is a happy, active young
man, whose main interests are trains and Lego. He very much enjoys the challenges of
technical construction and takes pride in his Lego and train collections. Thomas also
enjoys swimming and playing indoor soccer.

Identification of Learning Need

Thomass end of year report reflected a grade for his spelling which was below the
standard expected for his year level. A South Australian Spelling Test was administered
recently and revealed that Thomass spelling age was between 8.4 to 9.2 years of age.
This represents a gap of approximately 2 years between his chronological age and his
spelling age.

His speech, hearing, vision, coordination and overall development are normal. A
previous teacher tested him for dyslexia, but he received a clear report. Parent
observations that are of interest include; distractibility, difficulty in recognising the
likeness and differences in similar spoken or printed words, reversal of letters in
reading and writing, lack of ability to organise work, and slow to finish work. His Grade
5 teacher commented in his end of year report that work on spelling would need to
continue in order to develop important skills. His teacher also implied that Thomas
needed to improve his attitude toward his work.

Learning Aspects Needing Improvement

Taking into account Thomass abilities, the ACARA (The Australian Curriculum,
Assessment and Reporting Authority, n.d.) guidelines for Grade 4 influenced the
learning targets and educational objectives of this intervention. The ACARA strand of
language, and the sub-strand writing, states the following content description;
Understand how to use strategies for spelling words, including spelling rules,
knowledge

of

morphemic

word

families,

spelling

generalisations

and

letter

combinations
To elaborate on the above, students in Grade 4 should possess phonological
knowledge, have visual knowledge, and are able to apply generalisations.

Diagnostic Assessment (Session 1)

To determine the content that would be the best focus for Thomas, the following
Diagnostic tests were completed in the first session:

A six part phonics test to assess knowledge of: single letter sounds and
common double consonant word patterns, initial and terminal blends, consonant
diphthongs, vowels before r, silent letters and less commonly occurring
diagraphs, compound words and syllabification skills, and structural analysis

skills (Calder,2000).
A four part visual perception and orientation test: to determine the students
ability to discriminate pictures, symbols and words with similar visual orientation

accurately and reliably (Calder, 2000).

A spelling test, using words from the 400 most used words list, to identify any
common errors.

Although initially nervous, Thomas was encouraged to take his time to complete the
tests. In order to motivate Thomas to do his best work, it was made clear to him that
the purpose of the tests where to assist in the planning of the lessons which would help
him learn more (McMillan, 2011). Examples of each task were provided, further building
his confidence.

Phonics Test
The phonics test proved difficult for Thomas (see appendix 1), especially when he
attempted the two highest levels. At the basic level (D-1, D-2, D-3 and D-4) extra letters
where sometimes added, and a b was interpreted as a p. Nerves and the pressure of
one to one teaching may have influenced these errors. Test D-5 saw Thomas
substitute unfamiliar words with familiar words, rather than taking the time to try and
sound them out, e.g. dawdle became dawn. D-6 introduced Thomas to some very
unfamiliar words which left him no option but to attempt to sound them out. He
experienced great difficulty with this level of the test.

Visual Perception and Orientation Test

The visual perception and orientation tests (see appendix 2) were completed
confidently and accurately. Thomas displayed the ability to accurately discriminate
between pictures, symbols, and words with similar visual orientation.

Spelling Test
A 25 word spelling test from the 400 most used words was the final test given.
Thomas lacked confidence with this task and needed encouragement through its
duration. The results of this test (12/25) were not disclosed to Thomas to avoid
negative feedback (Wiliam, 2005).

The spelling test revealed many learning areas relating to spelling that need attention
(see appendix 3). Differentiating errors as need to learn or not performing as
expected was difficult. For example, should was spelt sould, but when later asked
what letters make the sound sh, Thomas confidently responded s and h. Using
multiple measures would help to assess this learning area more accurately and guide
the validity of the decisions and directions for future lessons (Brookhart, 2009).

Conclusion

After careful consideration of the diagnostic tests, and within the limits of the sessions
available, a focus on spelling rules (as suggested by ACARA), in particular suffixes and
double consonants, was decided upon as the goals for the intervention plan.
Development of these strategies as well as improving Thomass attitude and
confidence was the overall desired outcome.

Session Two

Learning Target: The student will demonstrate an understanding of adding suffixes to

base words by correctly matching cards and by correctly spelling words that end in
ing.
Tasks:

Spelling patterns- when adding ing to the end of words, when is the e dropped

and when is a consonant doubled?

Suffixes- identify base word and suffixes that can be added.
Match base word cards with a suffix card.

The focus of session 2 was to improve knowledge of suffixes. Thomas was introduced
to the concepts of base words, prefixes and suffixes. More detailed attention was then
given to suffixes, especially ing. Spelling ing words was viewed (see appendix 4) and
various rules (i.e. double consonants, dropping the e) were discussed.

A matching game was played, where base words were selected and matched with
suffixes (see appendix 5).Thomas discovered that some base words could be matched
with more than one suffix. E.g. black- en, ness.

A choose a suffix sheet was completed (see appendix 6). Thomas was required to
apply some of the spelling rules previously learnt to correctly spell his chosen words.
Although a couple of his initial answers were incorrect, he was able to independently
correct them when given immediate feedback that allowed him to try again (McMillan,
2011).

Lastly, a list of base words was provided which required ing to be added (see
appendix 7). It was apparent that Thomas concentrated hard as he evaluated each
word and its correct spelling when considering the rules and patterns he had been
learning about. He was successful at correctly spelling every word.

Session Three

Learning Target: The student will demonstrate an understanding of suffixes by

completing the worksheet on adding er and or and by identifying suffixes that will link
with a base word.
Tasks:

Spelling patterns- when adding er and or to words, when to we double the

consonant and when do we drop the e?

Link base words with a suffix.
Apply the spelling rules learnt to solve a word puzzle.

The focus of session 3 was to scaffold what was learnt in the previous session and
extend Thomass knowledge and understanding of spelling rules in relation to suffixes.
Thomas found the successes and achievements from the first session motivating.

Thomas enthusiastically applied himself to the task of completing a er suffix worksheet

(see appendix 8). The spelling rules were less obvious and Thomas lost some of his
confidence when he realised that there were inconsistencies. E.g. bat-batter, act-actor,
heat- heater. Thomas was encouraged to also use his recall and memory to visualise
how he may have previously seen a word spelt, especially if he felt that the word
visually looked incorrect.

To expose Thomas to a wider range of suffixes, he was given a missing links

worksheet (see appendix 9). New words were made by verbally joining a base with a
suffix and drawing on prior knowledge to decide on whether it sounded familiar. There

were a few times where Thomas was unsure, so he was encouraged to use a process
of elimination as a strategy. Thomas was gaining more confidence in understanding the
connection between base words and suffixes, and how he can use this knowledge to
improve his spelling.

The final task was a game of hang man (see appendix 10). The word chosen for the
puzzle was summer. The vowels were found first. Thomas then chose r on the basis
that the second last letter was e so it might be likely that it ended in er. After guessing
s correctly, Thomas went through the alphabet looking for the possibility of a double
consonant and was very pleased with himself when he solved the puzzle with double
m.

Formal Formative Assessment (Session 4)

Tasks:
A series of activities were planned to gather some information on the knowledge and
understanding that Thomas has in regards to spelling rules. McMillan (2011), suggest
that ready-made tests from textbooks and instructional packages for summative
assessment are not always reliable or valid. For the purpose of Thomass intervention
ready-made tests (see appendix 11 and 12) were used with the understanding that the
tasks were relevant to the assessment. The same 25 list words (see appendix 13) were
retested to accurately record any improvement and provide self-referenced feedback
(McMillan, 2011).

Evaluation:
The Adding Letters (see appendix 11) test showed that Thomas was able to
demonstrate the use of adding er and or to the end of words competently. He was
able to complete the task of adding double consonants in the middle of words with
accuracy. However, when the task required him to choose between adding a single or
double letter of the same kind e.g. l or ll and s or ss, he was less successful in
recording the correct answer. This suggests that part 1 of this test provided evidence of
word knowledge and not spelling knowledge. I.e. Thomas knew that nn, and not ll or

gg, would complete tu_ _ el, but didnt know that ll, and not l completed vi_ _ age.
This ready-made test proved to be not as succinct in testing the targets as first thought,
but rather identified the need for a whole new target area.

The Building Words (see appendix 12) test showed that Thomas had grasped the
concepts and rules regarding adding suffixes to base words. He exhibited the skills and
knowledge required and applied them to different tasks with very few errors.

The spelling test (see appendix 13) revealed a much higher accuracy rate than the first
attempt. This summative assessment provided a clear and concise analysis of any
learning that was achieved. The use of spelling rules was more evident. There was an
improvement in identifying sounds within the words. Even though some words may still
have been incorrect, the second attempt was more accurate. E.g. excited was initially
spelt eisited and later spelt exsited. These improvements were shared with Thomas
who was positive and motivated by his achievements. He was genuinely thrilled when
his initial test score of 12/25 was revealed and compared to the latest results of 19/25.
This was a marked improvement considering that Thomas did not previously have the
opportunity to review any corrections or receive any feedback from the first testing of
those words.

Conclusion

Thomas demonstrated an improved understanding of the spelling rules that were

taught. His results suggest that he has progressed towards obtaining the standards set
by ACARA in relation to the targets and objectives for language. However, to effectively
bridge the gap that currently exists, other areas of spelling need to be developed in
accordance with the ACARA guidelines.

There are many other spelling rules that were not able to be covered in these sessions
that need to be explicitly taught. Generalisations, and exceptions, of spelling rules
along with sound knowledge and letter combinations are an important part for Thomas

future learning to enable him to improve his spelling and, simultaneously, his reading to
achieve a level that is considered standard for his age.

It was suggested to Thomas that he constantly uses strategies to assist him to continue
to improve his spelling. Strategies such as looking, paying attention, listening, recall,
spelling rules knowledge and identifying base words with suffixes and prefixes. The
importance of motivation, attitude and effort was also discussed, especially in reference
to what he had achieved in a short time with these sessions and what he could achieve
at school with the same work ethic and focus.

A soundwaves chart (see appendix 14) was given to Thomas for assistance and
consideration. Also, a range of free spelling games on the internet were introduced and
explored, demonstrating the novel and varied ways he could improve his spelling whilst
having some fun.

Commendation was expressed to Thomas for his willingness to participate in this

intervention and acknowledgement was given to his positive attitude towards the
lessons and the learning involved. Praise was given for the achievements he had made
and for the improvements in his work, especially in so few sessions.

Thomas was undoubtedly proud of himself and was able to self-reference his
performance which encouraged him to believe more in his capabilities to learn and
motivated him to strive harder for success (McMillan, 2011).

Appendices:
Appendix 1

Appendix 2

Appendix 3

Word List:
Later, never, getting, life, town, ground, boys, having, puppy, clothes,
kicked, hour, light, before, running, through, money, front, excited, should,
heard, jumper, white, because, goodbye.

Appendix 4

Appendix 5

FRIEND

LY

IMPORT

ER

EXPORT

ING

LATE

LY

BLACK

EN

DARK

NESS

REPRESENT

ED

EXCITE

MENT

INHABIT

ED

OUTRAGEOUS

LY

Appendix 6

Appendix 7

Appendix 8

Appendix 9

Appendix 10

Appendix 11

Appendix 12

Appendix 13

Appendix 14

References:

Brookhart , S. (2009). Exploring formative assessment. Alexandria, VA: ASCD

Calder, H. (2000). Reading Freedom 2000 Diagnostic Handbook. Glebe, Australia:

Pascal Press.

Clutterbuck.P. (1991).The Art of Teaching Spelling. Melbourne: Longman Chesire Pty

Ltd.

McMillan, J.H. (2011). Classroom Assessment: Principles and Practice for Effective
Standards-Based Instruction. Boston: Pearson. 5th Edition

Missing Links: suffixes, worksheet (1996), retrieved from

http://www.teachervision.fen.com/tv/printables

The Australian Curriculum, Assessment and Reporting Authority, (n.d.) ACARA,

retrieved from www.acara.edu.au/curriculum.html

Suffix er worksheet (2005), retrieved from http://abcteach.com/free/s/suffix

Thomson

Education

Direct

(2006).Listening

and

Understanding

in

Primary

Schools.NSW: Software Publications PtyLtd pp59

Wiliam, D. (2005). Keeping learning on track: Formative assessment and the regulation
of learning. In M. Coupland, J. Anderson & T. Spencer (Eds), Making
Mathematics Vital (pp. 20-34). Adelaide: AAMT