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Teacher Work Sample Standard 3 Jennifer Morris Sue Dunning October 6, 2012

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Teacher Work Sample Standard 3: Assessment Plan Through discussion and research, the cooperative teacher and I decided to use the Primary Spelling Assessment that is associated with the Words Their Way (WTW) program. This will give me a baseline of sounds that the students have a continual struggle making sense of and use correctly. Once the assessment is completed, the students will be broken down by priority needs; priority need number one coming from the alphabetic letter recognition all of the way through the uses of suffixes and inflected endings. The summative assessments will take place every quarter, or nine weeks through the use of the official spelling assessment. Formative assessments will be ongoing as I monitor the progress through the word lists and sorts (as given in the WTW manual), daily journal entry writing, reading, and other word work; looking for use of patterns being utilized that have been taught or are the lessons not being carried over into other work. Learning Goals Learning Goal 1:Students will be able to better identify words and patterns in spelling, reading, and example them in writing. Learning Goal 2:Students will begin to connect patterned sounds within words. Learning Goal 3:Students will be able to demonstrate the phonemic breakdown of works for contextual knowledge. I. Pre-Assessment Appendix A a.Mode: Primary Spelling Assessment thru Words Their Way (WTW) spelling program

Running head: STANDARD 3 1. The assessment consists of 25 spelling words ranging in difficulty from ending alphabetic learners to beginning elementary spelling learners. The test will be administered two weeks before the implementation of the program. b. Scoring Appemdix B: The scoring with follow the direction of the WTW scoring. The scoring is done in points based on correct spelling of words and phonemic letter presence. II. Formative Assessment a. Mode: Observable practice. 1. Students will be observed performing multiple word work with spelling words throughout the weeks. i. Students will sort words into phonemic sorting patterns exampled by teacher ii. Students will sort words into phonemic patters with partners. iii. Students will search for phonemic patterned matching words in books at their level and record into spelling notebook.

iiii. Students will sort and record words into spelling notebooks for reference and practice. iv. Students will use phonemic strategies learned during guided reading. v. Students will example-spelling words correctly in daily writing. b. Scoring: Observable notation. 1. Teacher will notate students who are not utilizing word work time. i. Teacher will notate students and earmark him or her for guided spelling 2. Teacher will notate students not connecting phonemic patterns in reading. 1. Teacher will notate for further guided spelling.

Running head: STANDARD 3 3. Teacher will monitor spelling notebook for entries. 4. Teacher will monitor for daily writing entries and spelling word connections. III. Bi-Weekly Post-Assessment Appendix C a. Mode: Written spelling test.

i. Students will write spelling word called out sorting categories can be utilized at top of page. ii. Spelling tests will be given every-other week. b. Scoring: The tests will be scored in two different ways. i. Correct spelling of word ii. If phonemic pattern categories were used, was word spelled incorrectly, but placed in correct category. a. Looking for knowledge of pattern, but unsure spelling. IV. Post Assessment a.Mode: Primary Spelling Assessment thru Words Their Way (WTW) spelling program 1. The assessment consists of 25 spelling words ranging in difficulty from ending alphabetic learners to beginning elementary spelling learners. The test will be administered at the end of the quarter. b. Scoring: The scoring with follow the direction of the WTW scoring. The scoring is done in points based on correct spelling of words and phonemic letter presence. i. Looking for: a. Spelling improvement. b. Phonemic knowledge improvement.

Running head: STANDARD 3 The results of the post-test will be a measure of a students growth in many areas of phonemic knowledge and spelling. The pre-assessment is designed for a measurement of current knowledge of a student. This is not a formative measurement against other students; it is independent charting of needs. Following a student through the quarter will give examples of

needs being met and learned, or areas of concern. Further observations will allow for the depth of understanding the student is carrying. The depth can be seen in guided reading groups and contextual knowledge. Both areas, reading and contextual knowledge carry measurable charting for growth in all individuals. The purpose of the pre-assessment is to give the teacher a starting placement of needs for students. The WTW spelling program is not a group program; therefore students receive personalized lists in their lowest measured area.

Standard 2E1a: Word Recognition, fluency, and vocabulary development

Learning Goals Students will be able to better identify words and patterns in spelling, reading, and example them in writing.

Learning Objectives Objective 1. Students will demonstrate spelling knowledge of spelling. Objective 2. Students will demonstrate connecting knowledge of growing word patterns in reading. Objective 3. Students will demonstrate connection of

Assessments Summative.

Format of Assessment Spelling Test bi-weekly.

Adaptations Students may have a person write for them focus is on spelling, not written work. Leveled books.

Formative.

Running record and observation.

Formative.

Observable through monitoring.

Students will have opportunities for multiple subjects for

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word pattern knowledge in their daily writing. Students will find other sorts within the sort pattern of the given words. writing.

Students will begin to connect patterned sounds within words. Students will be able to demonstrate the phonemic breakdown of works for contextual knowledge.

Summative

Observing

Formative

Notation of Spelling notebook. Observation

Working individually or with a partner There is no wrong way.

Student will learned knowledge of spelling words and sorts and apply them in contexts.

Summative

Students can be observed in many environments and contents.

Assessment Results Pre-Assessment Results Progress toward learning goal

Below grade level 9%

At grade level 69%

Above grade level 19%

The pre-assessment results example where the students compare to in regards to the desired grade level knowledge. The pre-assessment results do not reflect where the students will be at the end of the quarter, but show the beginning of their growth. The areas of concern lie in the students lying below grade level; those students need to be carefully monitored in both spelling and reading to see if there is a common factor causing the results. The students whose results are above grade level will be challenged in spelling words and be monitored that the spelling knowledge if followed into the reading levels.

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Appendix A

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Appendix B

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References Appendix A and B sources of the Words Their Way spelling program, 2nd Edition. Department of defense education activity, 2012. Curriculum. Retrieved from http://www.dodea.edu