DIFFERENTI

ATED

SPELL

ING

KE

SH

I A E

DW

AR

DS

AN

D J

AM

I E R

OY A

L L

GETTING STARTED…

Beginning of School Year…

• We used Words Their Way for our spelling instruction.

• Initial assessment: Students begin with the same list of 26 words. (Jamie only called out first 15 words for first grade.)

• List of words begins with CVC words and ends with inflected endings.

INSTRUCTION…

• Based on initial results we placed our students into leveled groups.

• On day one we go over meaning and word patterns with students.

• During word study they participated in word sorts, blind sorts, writing sorts and games such as memory, bingo, and race track.

FLEXIBLE GROUPS…

• Students can move from group to group throughout the year as they progress or need remediation.

• 80% proficiency is expected on weekly spelling tests for students to move to new word patterns.

• If a student achieves 70% or lower we will check for the quality of the misspelled word.

MID-YEAR/END OF YEAR…

• We gave the spelling inventory again. (Jamie called out all 26 words.)

• We also gave Schlagal’s graded spelling assessment. (Jamie used the first grade list and Keshia used the second grade list.)

• We rearranged groups as needed based upon results.

• We continued with word study instruction.

1ST GRADE RESULTS…

Group 1 Group 2 Group 3 Group 40

10

20

30

40

50

60

BeginningMiddleEnd

2ND GRADE RESULTS…

Group 1 Group 2 Group 3 Group 40

10

20

30

40

50

60

70

80

BeginningMiddleEnd

SIGNIFICANCE…

• We ran T tests to compare means.•1st we checked for differences in the groups•Highest group always scored the highest• Lowest group always scored the lowest

2nd we checked for growth• Pre-test--- Mid-Year = growth• Pre-test--- Post-test = growth•Mid-Year---Post-test = growth

SIGNIFICANCE…

• T-Test showed that the probability of error was p<.000•1 out of 10,000

• We can confidently say there was growth!