Shannon Keough
RE 5715 Final Exam
April 25, 2009
Jasmine W / 60 / 40 / 40Autumn / 40 / 30 / 40
Austin / 50 / 10 / 20
Tristan / 90 / 70 / 90
Alexa / 30 / 0 / 10
Jasmine D / 90 / 60 / 80
Jordan / 50 / 30 / 10
Grace / 90 / 50 / 20
Savannah / 50 / 40 / 10
Jacob / 90 / 40 / 20
Ethan / 80 / 80 / 70
Jasmine K / 80 / 80 / 30
Alex / 90 / 40 / 10
Colby / 100 / 70 / 100
Caitlin / 90 / 80 / 80
Madison / 90 / 70 / 60
Jaclyn / 90 / 80 / 90
Bryson / 60 / 50 / 20
Joseph / 90 / 40 / 40
Kalyn / 80 / 70 / 30
1st grade / 2nd grade / 3rd grade
Jasmine W / Grace / Tristan
Autumn / Savannah / Jasmine D
Austin / Jasmine K / Ethan
Alexa / Bryson / Caitlin
Jordan / Kalyn / Madison
Joseph / Jacob / Jaclyn
Alex / Colby
The students in red are the ones I chose to place based on scores, and the ones in blue I went back to double check their tests before I placed them in the correct groups. Tristan’s scores went down on the 2nd grade list and back up at the 3rd grade list, so I wanted to make sure that 3rd grade was the best group for him. He made a doubling error, though he got it in other words; he also made an error with the ending es and he substituted f for the th sound. Maybe this is the result of a speech problem. In general though, he seems to have mastered his initial blends and is ready for the 3rd grade spelling list. I chose to place Jacob in the 2nd grade group. After looking closely at his spelling, it appears first of all that he got his numbering messed up on the test, so he should have scored a 50% at the 2nd grade level. This information, along with the fact that he seems to have most of his short vowels mastered and he has initial blends, he should be able to build at the 2nd grade level. Alex needs to work on his doubling and long vowel patters. He seems to be using and confusing silent e. He would be able to practice more with doubling and vowel patters in second grade to move him to the third grade. He seems to have his blends and short vowels, so first grade would probably be too low for him. Colby is an excellent speller, but I was concerned by the drop at 2nd grade. As I examined his test, I see that his problem is with doubling and silent e. Both of these things he seems to be using but confusing, so he is close to mastering them. He would get work on both of these at the 3rd grade level. I chose to put Joseph in the 1st grade group because he is still working on mastering all of his short vowel sounds. Also, he has not mastered initial blends yet. He is also still reversing his b’s and d’s and is leaving out sounds that he should hear, like in the word center=ceter. This also shows that he has not mastered preconsonant nasals and therefore is not ready for long vowels.
Students in the third grade group would begin a third grade spelling series like the ones we previewed in class. This series would reinforce skills they already have such as: short vowels and vowel patterns. It would also introduce these new skills: consonant doubling, polysyllabic words, and spelling by meaning which would be introduced with a lesson on homophones.
Students in the second grade group would start vowel patterns. This would reinforce their knowledge of short vowels and prepare them to master vowel patters. If they are instructional at the 2nd grade level then they have clearly not mastered vowel patterns, and it would be helpful to reinforce their short vowels skills in order to teach them vowel patterns. After they compete this they will be set to move onto a 3rd grade spelling list.
Students in the first grade group would start with short vowels. This would help them learn and master short vowel sounds. This is an essential skill to be independent on the 1st grade list, so it is not a skill these students have mastered. The word family lessons will also teach students information about vowels, thus preparing them to move into the long vowel word study cards.
Jasmine W. seems to have her short vowel sound down. She always uses the right vowel, although she sometimes leaves off a letter, she seems to know her vowels sounds. She is using initial blends correctly with some words and incorrectly with others. She is still mixing up some sounds: b/p and d/t. Jasmine account for all of the sounds and syllables in the words she spells, even if she misrepresents some sounds. She seems to be solid on her simple one syllable words with short vowels, but still makes mistakes with silent e and doubling and vowel patterns.
Alexa makes many of the same mistakes as Jasmine, but she also makes other mistakes. Alexa is using ch for the t sound in all words on the spelling list. She does not seem to hear the difference between these two sounds. Also, Alexa is still messing up her short vowels sounds. She is substituting vowels in simple first grade words. On the third grade list Alexa substitutes many short vowels sounds and even leaves out a vowel altogether in the word scream (schrm).