Signature Assignment

Signature Assignment

Theresa Forte

Professor Bodycott

Phonics and Spelling

27 April 2015

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Signature Assignment

Description of Assessments

Elementary Spelling Inventory

The Elementary Spelling Inventory Assessment begins with consonant vowel consonant

words, such as “bed,” and “ship,” and tests children on words with inflectional endings, that end

with “ing,” “ed,” and “es.” The administrator reads words off of a list to the student, and the

student spells these words. If the student gets more than six words incorrect, the assessment

should be stopped. If the student gets 20 words correct, the Upper Level Inventory Assessment

should be given. In order for the students to get a better understanding of each word or recognize

the proper meaning behind each word, the words off this inventory can be read in sentences. An

example sentence could be, “My sister and I went shopping at the mall.”

The purpose of this assessment is to identify what stage of spelling the student is in, and

what sounds or words the child knows how to pronounce or spell. The information gathered from

this assessment will allow for a plan of instruction for the individual student. This assessment is

appropriate for a second grader because this test is meant to be given to any child in the first

through sixth grade.

Word Recognition

The Analytical Reading Inventory Assessment focuses on words by their grade level. The

full citation of this assessment can be found on the “Works Cited” page. Beginning with the

primer list that mainly consists of single syllable words, the student is to read this list aloud. The

administrator circles the correct sounds the student says, and marks the incorrect sounds with the

sounds the students made instead. This should continue up until the third grade level, unless the

student misses more than six words. If six words are missed, the Primary Inventory list should be

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given to the student. Students only get to read the word one time. Some of these words include,

“cake,” and “soon,” which can be found on the primer list. On the third grade list, “museum,”

and “struggle” can be found. If a child self corrects the word he or she read, then that word is

marked as correct. (Analytical Reading Inventory, 7th ed, 2003).

Compared to the spelling assessment, this assessment shows if students can properly read

words and provide the sound they make, rather than identify the letters in a word. The students

apply phonics to reading words by identifying the consonant and short vowel sounds seen in the

words; phonics has to do with the sound the letters make. The purpose of this assessment is to

help plan individualized instruction in this area for the student, and to provide success and

motivation for the student; the student will be given a primer list first, which allows the student

to get most of the words right and they will want to continue on with other tests. This is

appropriate for a second grader due to the first through third grade range and motivational aspect

behind the primer word lists. The teacher can compare this assessment with the Spelling

assessment in order to test the students’ phonemic awareness. How students read the words from

this assessment can identify that the student has an understanding of the phoneme break down in

each word. With the spelling portion, this background knowledge of the phonemic segmentation

and the phonics aspect can produce the letters and sounds to write these words to the best of the

student’s ability.

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Signature Assignment

Writing Prompt

In order to complete this assessment, the child must respond with four sentences to the

given prompt. The response can either be a fabricated idea or what the child would really do in

the situation. The child has not practiced this prompt. The administrator should read the prompt

to the student, and the student should be told to write after. Questions must not be used. The

purpose of this assessment is to provide information about the child’s writing stage he or she is

in. This assessment shows the students’ ability to identify the sounds each letter makes and how

to properly spell words. This is appropriate for a second grader because the child falls into the

age range for students who take this assessment. The Qualitative Spelling Checklist helps

analyze students’ writing that has not been marked to identify the stage of spelling development

he or she falls under. The three categories that are apart of each stage include early, middle, and

late. Examples of words that match each statement under each stage are provided. The “yes,”

“often,” and “no” boxes are checked off based on how the student performed on the assessment

and if the statement matches their performance (Qualitative Spelling Checklist, 2008).

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Works Cited

Analytical Reading Inventory, 7th ed. (2003). Woods & Moe, Pearson Publication, Upper Saddle

River, NJ.

Qualitative Spelling Checklist, 2008, Pearson Education, Inc.

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Assessment Write Up

Different assessments were given to a second grade on March 2, 2015. To protect this

child’s identity, she will be referred to as, “A.” This child was asked to write four sentences after

being given a prompt, spell 25 words that were said to her, and read words off of multiple lists,

varying by grade level. These assessments are known as Writing, Elementary Spelling Inventory,

and Word Recognition. These assessments were given to this child to understand what stage of

learning she falls into, as well as to make up an individualized lesson plan.

Spelling

“A” fell into the Late Within Word Pattern Stage of spelling, which is the benchmark

range most second graders fall into. When completing the spelling assessment, “A” was read

words off of the Words Their Way Elementary Spelling Inventory List. These words were

repeated twice, and sentences were provided as needed. Out of a possible 25 word spelled

correctly, “A” spelled 10 words right. According to a chart that identifies what stage a child falls

into with this assessment, “A” would fall in the middle of Late Within Word Pattern Stage and

the Early Syllables and Affixes Stage, but her score was closer to the Early Syllables and Affixes

Stage. In order to determine which actual stage she was placed in, I looked at all the stages, and

searched for where she reached the “instructional” level after not making any mistakes.

“A’ has mastered Consonant Beginning and Final sounds, Short Vowels, Diagraphs, and

Blends, as she received a perfect score in these categories. “A” reached the “instructional” level

when it came to Long Vowels and Other Vowels. With Long Vowels, “A” misspelled “float” as

“flote,” and “bright,” as “brite.” This indicates she is using the silent e as a long vowel marker

but she doesn’t know alternate patterns. With Other Vowels, “A” misspelled “spoil” as “spoule,”

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and “chewed” as “chowed.” In Syllables and Affixes’ Early Stage, “A” spelled four out of five

words correct when it came to Inflected Endings; the only misspelled word was “shopping,”

which was written as “shoping.” She was able to change the “y” to “o,” but did not double the

consonant before adding the ending. “A” properly spelled the following words: bed, ship, when,

lump, train, place, drive, serving, marched, and shower. For the rest of the Syllables and Affixes

Stage, the child scored lower than the “instructional” level.

To sum this up, A’s strengths were the following: bed, ship, lump, when, train, place,

drive, serving, marched, and shower; these are the mastered features. A’s weaknesses are as

follows: float, bright, shopping, spoil, chewed, carries, bottle, favor, ripen, cellar, pleasure,

fortunate, confident, civilize, and opposition.

I placed her in the Late Within Word Pattern Stage due to the errors made when writing

Long Vowels and Other Vowels. The student misspelled “float,” and “bright,” and replaced them

with “ote,” and “ite,” which is a Long Vowel error. Also, she has been placed her because of

other vowel errors seen in “spoil,” and “chewed.” “A” will exceed this benchmark once she

masters the Long and Other Vowel spelling in the Within Word Pattern Stage.

Word Recognition

With this assessment, each list is scored separately. “A” fell into the “independent” stage

based on her individual scores on each list. The benchmark of this assessment is the second

grade, and she exceeds the benchmark. She correctly said 19/20 words for the second grade list,

and then 17/20, or 85%, words correct for the third grade list; she was placed in the

“instructional” stage for the third grade list.

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For the primer list, “A” correctly said 18/20 words, mispronouncing “now” as “how,” and

she skipped the word “home.” “A” correctly said all of the words on the first grade list. For the

second grade list, “A” mispronounced “mile” as “mill.” For the third grade list, “A”

mispronounced “patient,” as “patenent,” “arithmetic,” as “arithmatic,” and “bush” as “boosh.”

“A” mispronounced “museum,” initially, but then re-corrected her, so I marked that word as

correct.

Her strengths could be seen in her performance with the “one” word list, as well as the

second grade list; she had a perfect score for the first grade list and a 19/20 for the second grade

list. Her weaknesses were shown with the primer and third grade list; though her scores were not

low for these two lists, she performed better with the first and second grade lists. “A” scored a

17/20 for the third grade list and an 18/20 for the primer list.

Her performance here can be compared to the words during her spelling assessment. “A”

showed some difficulty with syllables. With the third grade list, “A” read “patient,” as

“patenent.” A similar instance is seen during the spelling assessment when “A” wrote

“fortunate,” as “forchenet.” These are multi-syllable words that “A” frequently plugged the letter

“e” into, based on the sound that latter makes.

Both of these assessments show “A’s” weaknesses with words containing the silent e.

“A” pronounced “mile” as “mill,” which shows she did not use the silent e to make the “I”

become a long “I.” A similar weakness was shown when she was asked to spell “float, “ and

wrote down “flote.” Here, she does make the “o” and long o, but then uses the silent e, rather

than the “oa” combination.

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Signature Assignment

Writing

According to “A’s” teacher, students in her class should be able to write a paragraph. “A”

was asked to answer the prompt in four sentences, and this child asked if she could write more.

This child made punctuation very apparent with periods and exclamation points, but wrote in

sentence fragments. Some of these fragments were properly capitalized when starting off a

sentence, like the word “cool” and “I;” “I” was always written in the capital form. However,

“or,” “no,” and “and” started off sentences without capital letters. This child misspelled “maybe”

as “mabie,” and “cruise” as “croos.” This child also misspelled “dolphins” as “dofiens,” and

wrote the “d” as a capital letter, even though this word did not start a sentence. This student does

answer the prompt with her sentence fragments. Her spelling of “cruise” as “croos” is a

reflection of the Long and Other Vowel errors she made in her spelling assessment, as well as on

the writing portion.

Pertaining to the Qualitative Checklist, “A” starts displaying weakness in the Late Within

Word Patten phase. She misspelled “chewed” as “chowed,” which shows that most other vowel

patterns are spelled incorrectly in words such as “chewed.” “A’s” strengths from this checklist

includes spelling harder blends and diagraphs correctly. However, “A” confuses some long

vowel words.

Summary

In conclusion, this child falls into the Late Within Word Pattern Stage for spelling, based

on her score of 10 for words correct; this number is closest to the Late Within Word Pattern

Stage. “A” reaches the second grade benchmark for Word Recognition because she scored above

80%. Her final score for this assessment was 92.5%, which puts her at the “independent” level.

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Signature Assignment

Finally, this child’s writing had spelling errors, capitalization errors, and sentence fragments. The

prompt was answered with these fragments, and vowel errors in spelling were found.

After comparing the three assessments, “A’s” strength and weaknesses were determined.

“A” showed weakness when dealing with multi-syllable words, which can be seen in her reading

and spelling activities, as well as long vowel sounds, which can also be found in her spelling and

reading activities. “A’s” strengths were seen during the Analytical Reading Inventory

assessment, especially during the first grade list; “A” read all of the words correctly. More of her

strengths can be seen in the “Consonants, “Short Vowels,” “Diagraphs,” and “Blends” sections

of the Elementary Spelling Inventory Feature Guide; “A” got the best possible scores when

dealing with these parts of specific words.

“A” would need instruction in the Long Vowel area, specifically words dealing with o

silent e and the oa vowel combination. Her Long Vowel weaknesses can be seen during the

Spelling and Word Recognition assessments. As stated before, “A” pronounced “mile” as “mill,”

make the “I” become a long “I.” A also was asked to spell “float, “ and wrote down “flote.”

Here, she does make the “o” and long o, but then uses the silent e, rather than the “oa”

combination.

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A’s Elementary Spelling Inventory Feature Guide

Blue= # CorrectRed= # Incorrect

Consonants

(7/7= 100%)Short Vowels

(5/5= 100%)Diagraphs

(6/6= 100%)Blends

(7/7= 100%)Long Vowels

(3/5= 60%)Other Vowels

(5/7= 71.4%)Inflected Endings

(4/5= 80%)Syllable Junctures

(2/5= 40%)Unaccented Final Syllables

(3/5= 60%)Harder Suffixes

(0/5=0%)Bases or Roots

(0/5=0%)

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Instructional Implications/Recommendations

Based on a review of A’s performance on the Elementary Spelling Inventory, she needs

to work on the long vowel features. She had difficulty with o silent e and the oa vowel

combination. Similar errors were noted in her writing. Although she was able to read words with

the long o, she could not spell them.

Therefore my focus of instruction will begin with long vowels. I will begin instruction

with o silent e and oa vowel combination. I will use the poem “Follow the Wind,” as an

introduction of the sounds and to refresh the long o vowel sound. The texts, Rose’s Birthday and

Wilbert Took a Walk, will be used as a follow up for a word hunt. Rose’s Birthday contains o

silent e words for the word hunt, while Wilbert Took a Walk contains the oa vowel combination

and long vowel o words for the other word hunt. Detailed directions for the lesson are included

in my attached lesson plan.

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Signature Assignment

Phonics Lesson Plan

Title: “O Silent e and Oa Words”

Topic: The skills being addressed in this lesson are “o silent e” words and the “oa” vowel

combination.

Spelling Stage: This addresses the Within Word spelling stage, specifically the Early Within

Word spelling stage.

Objective:

Students will be able to identify words that contain o silent e and the oa combination.

Students will be able to identify the sounds the o silent e and the oa combination make.

Students will be able to spell words that contain o silent e and the oa combination

There is not a generalization for this lesson; this is something students memorize over

time.

CCSS.ELA-LITERACY.SL.2.1.C

Ask for clarification and further explanation as needed about the topics and texts under

discussion. (If a student has difficulty during the word sort activity, then the student can

ask for a further explanation of the word patterns.)

CCSS.ELA-LITERACY.SL.2.3

Ask and answer questions about what a speaker says in order to clarify comprehension,

gather additional information, or deepen understanding of a topic or issue. (When reading

the two stories together, students will be asked to identify oa and o silent e words. If a

student is having difficulty with this activity, he or she can ask for help finding the

specific words.)

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CCSS.ELA-LITERACY.RF.2.3.A

Distinguish long and short vowels when reading regularly spelled one-

syllable words.

CCSS.ELA-LITERACY.RF.2.3.B

Know spelling-sound correspondences for additional common vowel

teams.

Prerequisite Skills:

Students must be able to identify long and short vowel sounds, especially the long and

short “o” sound.

Though long vowel “o” sound is seen in words that contain the o silent e and oa vowel

combination, the main focus is building on the long o sound by concentrating on words

that contain o silent and the oa combination.

Students must have phonemic awareness in order to understand the specific phonemes

found in oa words and the o silent e combination.

Materials:

Two texts and a poem will be used.

The poem is “Follow the Wind.”

Jensen, Ned, Rose’s Birthday, Learning A-Z.

Spevack, Judy, Wilbert Took a Walk, 1996, Parsippany, NJ, Pearson Education Inc.

Other materials that will be used include a word sort and a board game.

Rationale:

I chose this topic/skill based on an assessment performed on a second grader. Most

children fall into the Within Word Stage at this age, so it is important to master this skill

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so students can advance. Errors were made in the Early Within Word Stage, specifically

with o silent e and oa words. The lesson, word sort, and game were created to teach the o

silent e and oa vowel combinations to prevent any further confusion, which will allow for

cognitive growth.

It is important for students to possess this skill because having this skill allows students

to know how words with o silent e and oa combinations are spelled. Even though these

words sound similar because of the long o vowel sound, they are spelt differently.

Students need to know how to properly spell words because this is a skill everyone needs

to write and speak throughout their lives.

Both texts were chosen because each individual text exhibits a different skill. Several “o

silent e” words are seen in Rose’s Birthday, while the “oa” combination words can be

found in Wilbert Took a Walk. Though some of the words found in the text can be found

in the word sort, students are introduced to other words following this pattern in the text,

which can show if the students have an understanding of the lesson.

Activities/ Procedures:

Modeling, think-aloud, and demonstration will all be used at some point during this

lesson.

Introduction: We have been working on short and long vowel sounds, specifically with

the letter “o.” So today, we will be working on the long vowel sound found in the vowel

combinations of “o silent e” and “oa.” An example of an “o silent e” word is “cone”

because the silent e makes the “o” vowel long; we know the o long vowel sounds says the

“o” name. An example of an oa word is moan. Again, there is a long vowel o sound in

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Signature Assignment

“moan” and there is an “oa” vowel combination. Now, I will read a poem called, “Follow

the Wind.”

I will read the poem to the students, and ask them to identify the “oa” words in the poem.

If they have difficulty with this, I will ask them to find the words with the long vowel “o”

sound to help them see what they have to look for with “oa” words.

A word sort will then be completed. I created this word sort myself and incorporated

some words from the two books I will be reading later on. Other words were put in the

sort because they follow the pattern. I will show the students the categories: o silent e, oa,

and oddball. Then, I will read all of the words in the sort and demonstrate one example

for the oa and o silent e category, and explain why I placed them there. Students will then

work together to place the words from the sort in their proper category. Students must

explain why they chose to place the word in a specific area.

After the word sort comes our reading activity. Two books will be read. The first book is

Rose’s Birthday. This book has words that follow the o silent e pattern. I will read the

book to the students and together, they will find the o silent e words on each page. I will

go around clockwise to each student at one point to see if the student can spot the word

on each page. The same reading process will be done for Wilbert Took a Walk, which

incorporates a few oa and o silent e words.

Guided Practice:

This sort will be introduced after I read the poem and before the students and I work

together to read the two stories. I will show the three categories to the students: oa, o

silent e, and oddball. All of the words in the sort will be read. Then, I will demonstrate

one example in each category and explain why it belongs there.

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As a group, students will discuss amongst themselves where the words belong and why.

I will know they are grasping the concept based on which category the words are placed

in. If one of the words is wrong, I will have the students look at the word again. If

students are having difficulty sorting it, I will help explain which category the word

belongs in. With the oddball category, I will explain how the long o vowel sound is seen

in the word, but it does not follow the patterns specified.

There is not a generalization that goes with this lesson. Students will eventually

memorize which words follow the oa pattern and which words follow the o silent e

pattern. Both categories, however, have a long o vowel sound in their words.

Independent Practice:

In order to play this game, students must have an understanding of how the long vowel o

works in words that follow the o silent e or oa pattern. Students also must be able to read

the directions to understand the game, as well as the game cards and parts of the game

board that have specific words on them. Students must also be able to count up to the

number four. Though there is a die in this game, the numbers do not follow the pattern of

a regular die, due to the small size of the game board.

Game:

The game is called “Rose’s Birthday.” The game board is in the shape of a birthday

present.

Prerequisite Skills: In order to play this game, students must have an understanding of

how the long vowel o works in words that follow the o silent e or oa pattern. Students

also must be able to read the directions to understand the game, as well as the game cards

and parts of the game board that have specific words on them. Students must also be able

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to count up to the number four. Though there is a die in this game, the numbers do not

follow the pattern of a regular die, due to the small size of the game board.

Number of Players: Anywhere from two to four players are needed for this game.

Materials: The things needed to complete this game include players, game cards, game

pieces, and a die.

Objective: Students will be able to spell, categorize, and read words that contain the oa

vowel combination or follow the o silent e format. Each student’s game piece represents

a different piece of a birthday party (presents, balloons, etc). Students are allowed to help

each other during the game, for the game cannot be completed without everyone finishing

and understanding the concepts, just as a party cannot happen without decorations,

presents, etc.

Rules:

1. There can be two to four players in this game.

2. Each player must choose which part of the birthday party he or she wants their game

piece to be.

3. The “START” line lines up these game pieces.

4. Each player starts off by rolling the die. The highest number then rolls again to begin the

game. If “roll again” comes up, please roll again until a number is reached.

5. If a player lands on a white space with a word on it, this word must be read. If the player

gets the word correct, they wait until their next turn to roll again and proceed playing. If

the player gets the word incorrect, they can revisit the word after everyone else plays. If

the player is still struggling, he or she can ask their teammates for help. After all this

occurs, the player can roll and proceed with the game on their next turn.

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6. If the player lands on a green or pink space, a teammate must pick up the corresponding

color card and read to them. Green cards ask for the specific spelling of words, while the

pink cards ask for the categories of the word. If the player gets the answer incorrect, the

same procedure listed in number 5 occurs.

7. If the player lands on the “FREE SPACE” square, then he or she is exempt from reading

or answering a question for this turn.

8. Once a player hits the end of the board horizontally, the student must follow the

squiggly ribbon up to the bow. The bow contains pink and green squares and is still

considered part of the game.

9. After the player gets through the bow, he or she continues down the board

vertically, until he or she reaches the “FINISH” line.

10. The first one to reach the finish line is the first to the birthday party. However, no one

wins until everyone completes the game or “arrives to the birthday party.”

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Critique

I was initially very nervous for this project. I was worried about my performance with

giving the assessments and creating the lesson plan; I did not want to do anything incorrectly.

My weaknesses are I felt very unorganized at times. I was unsure of what areas I should focus on

with my student. I also feel I did not explicitly explain the assessments enough in this signature

assignment. For my strengths, I was very straight forward and to the point with my descriptions;

in a way, I felt there was no room for confusion. I stated the purpose of each assessment, and

understood why I was doing what I was doing. Over time, all of the material I was learning

throughout the signature assignment clicked, and I was able to allow my creativity show in my

lesson and my game.

If I could do anything different, I would work on my organizational skills throughout this

whole process. I felt my organization was the root of my problem. If I was more organized, I

would be able to focus more on the areas of instruction for my student; this would allow me to

develop my lesson and game even more, and work more strategically on my sorts and activities.

My organization level made me confused and feel lost at times, so I felt I could not perform to

the best of my ability.

The quotations provided from my papers that match the rubric are bolded.

Description of Assessments

The rubric states that the project, “Provides clear descriptions of at least two assessments

used,” and “Includes a clear statement of their appropriateness and purpose.” Both of these

statements can be seen in my Description of Assessments. In my paper, I wrote, “The purpose

of this assessment is to identify what stage of spelling the student is in, and what sounds or

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words the child knows how to pronounce or spell. The information gathered from this

assessment will allow for a plan of instruction for the individual student. This assessment is

appropriate for a second grader because this test is meant to be given to any child in the

first through sixth grade.” This was written for the Elementary Spelling Inventory section and I

discuss how it is appropriate and what the purpose of it was.

In my paper, I also gave clear descriptions of at least two assessments. For the Writing

Prompt, I wrote, “In order to complete this assessment, the child must respond with four

sentences to the given prompt. The response can either be a fabricated idea or what the

child would really do in the situation. The child has not practiced this prompt. The

administrator should read the prompt to the student, and the student should be told to

write after. Questions must not be used. The purpose of this assessment is to provide

information about the child’s writing stage he or she is in. This assessment shows the

students’ ability to identify the sounds each letter makes and how to properly spell words.

This is appropriate for a second grader because the child falls into the age range for

students who take this assessment.” This not only describes the assessment, but it also explains

its purpose and how it is appropriate.

Another description of an assessment in my paper says, “The Elementary Spelling

Inventory Assessment begins with consonant vowel consonant words, such as “bed,” and

“ship,” and tests children on words with inflectional endings, that end with “ing,” “ed,”

and “es.” The administrator reads words off of a list to the student, and the student spells

these words. If the student gets more than six words incorrect, the assessment should be

stopped. If the student gets 20 words correct, the Upper Level Inventory Assessment should

be given. In order for the students to get a better understanding of each word or recognize

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the proper meaning behind each word, the words off this inventory can be read in

sentences. An example sentence could be, “My sister and I went shopping at the mall.””

Interpretation of Assessment Data

With this portion of the rubric, the target area states, “Provides in-depth comparison of

data from the testing with known benchmarks to accurately place student along a developmental

continuum of word knowledge.” In my paper discussing my interpretation of the data, I wrote,

““A” fell into the Late Within Word Pattern Stage of spelling, which is the benchmark

range most second graders fall into. When completing the spelling assessment, “A” was

read words off of the Words Their Way Elementary Spelling Inventory List. These words

were repeated twice, and sentences were provided as needed. Out of a possible 25 word

spelled correctly, “A” spelled 10 words right. According to a chart that identifies what

stage a child falls into with this assessment, “A” would fall in the middle of Late Within

Word Pattern Stage and the Early Syllables and Affixes Stage, but her score was closer to

the Early Syllables and Affixes Stage. In order to determine which actual stage she was

placed in, I looked at all the stages, and searched for where she reached the “instructional”

level after not making any mistakes.” This describes her benchmark in accordance with the

assessment and her developmental level.

The rubric also states, “Areas of strength and weakness for phonological

awareness/phonics/spelling instruction, word recognition and writing are identified.” In my

paper, I wrote, “After comparing the three assessments, “A’s” strength and weaknesses

were determined. “A” showed weakness when dealing with multi-syllable words, which can

be seen in her reading and spelling activities, as well as long vowel sounds, which can also

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be found in her spelling and reading activities. “A’s” strengths were seen during the

Analytical Reading Inventory assessment, especially during the first grade list; “A” read all

of the words correctly. More of her strengths can be seen in the “Consonants, “Short

Vowels,” “Diagraphs,” and “Blends” sections of the Elementary Spelling Inventory Feature

Guide; “A” got the best possible scores when dealing with these parts of specific words.”

This describes “A’s” strengths and weaknesses when comparing her performance on all three

assessments.

Instructional Implications/Recommendations

For this portion of the rubric, the following is written, “ Identifies a developmentally

appropriate starting-point for small-group or one-to-one instruction and one subsequent focus.”

In my paper, the following was written, “Based on a review of A’s performance on the

Elementary Spelling Inventory, she needs to work on the long vowel features. She had

difficulty with o silent e and the oa vowel combination. Similar errors were noted in her

writing. Although she was able to read words with the long o, she could not spell them.”

This focuses on individual instruction with “A,” and how her individual starting points deal with

o silent e and oa words, pertaining to long vowels.

The other portion of the rubric says the following, “Integration with children’s literature

and attention to motivation are clearly evident.” In my paper, I discussed, “The texts, Rose’s

Birthday and Wilbert Took a Walk, will be used as a follow up for a word hunt. Rose’s

Birthday contains o silent e words for the word hunt, while Wilbert Took a Walk contains

the oa vowel combination and long vowel o words for the other word hunt.” Specific

children’s literature was chosen because of the corresponding vowels and sounds.

25

Signature Assignment 26