SPELLING ASSESSMENT IRREGULAR WORDS (non phonetic / sight words)

Transcription

1 SPELLING ASSESSMENT IRREGULAR WORDS (non phonetic / sight words) Spelling: The facilitator reads the word and a short sentence to contextualise the word. Please feel free to make up your own sentences. The young person writes the word. Dynamic Assessment: Test Teach - Test (see Menu: Teaching & Learning Theories). Be mindful that pace & number of words presented, this needs to be linked to age & the young persons current functioning level. Stop after six consecutive errors or earlier if necessary. Record observations and analyse errors to plan individualised programme. (see Menu: Teaching & Learning Theories - Mediated Learning Experience MLE) WORD SENTENCE FOR THE WORD WORD SENTENCE FOR THE WORD the The man went to town. new We now have a new bike to ride. to The lady went to the shops little The kitten is little. was The dog was digging a hole. very The boy ran very fast and won. they Do you think they will come? after After school I am going for a swim. be Would you like to be a fireman? where Where would you like to have lunch? one There is only one baby duck in the pond. through Go through the gate and turn left to get to the office. we I am sure we will have fun at the party. too If you eat too many sweets you will feel ill. said You said that you would like to swing. any Do you have any sweets for me? their That is their problem not ours. want What do you want for breakfast? do Do you like ice-cream? three There are three wheels on a tricycle. out All children go out to play. put Please put the cup on the table. so Today is so hot. does What work does your father do? her What is her name? because I am tired because I am sick. would Would you like a drink? here If you come here I can help you. two Please bring me two pencils. why Why do you go to school? write Write your name at the top of the page. ask If you do not understand ask a friend. my My name is Sally. off Switch the light off when you leave. who Who has a pet at home? air Country air is clean. come Will you come with me to the park. Australia Australia is a large country. find I need to find my shoes. answer Ask me a question and I will answer. Page 1

2 SPELLING ASSESSMENT IRREGULAR WORDS (non phonetic / sight words) RESPONSE SHEET NAME: DATE: WORD RESPONSE / COMMENT WORD RESPONSE / COMMENT the new to little was very they after be where one through we too said any their want do three out put so does her because would here two why write ask my off who air come Australia find answer OBSERVATIONS: Page 2

3 SPELLING ASSESSMENT REGULAR WORDS (phonic) For Phonic Lists 1 to 30 Spelling: The facilitator reads the word and a short sentence to contextualise the word. Please feel free to make up your own sentence. The young person writes the word. Dynamic Assessment: Test Teach - Test (see Menu: Teaching & Learning Theories). Be mindful that pace & number of words presented, this needs to be linked to age & the young persons current functioning level. Stop after six consecutive errors or earlier if necessary. Record observations and analyse errors to plan individualised programme. (see Menu: Teaching & Learning Theories - Mediated Learning Experience MLE) WORD SENTENCE FOR THE WORD WORD SENTENCE FOR THE WORD cat A cat has fur. went The sick boy went home. man A man is very tall. jump Cats can jump high. dog A dog has four legs. quack Do you hear the duck quack? pot The pot is on the stove. ship I saw a ship far out to sea. big The building is big. swing I love to swing high. six I have six toys. such To climb the mountain is such hard work. fun Do you have fun when you ride your bike? with Please will you come with me? just I just need to finish my work. when When I chew I use my teeth. yes Yes, I would love to play with you. dish The dish ran away with the spoon. get Would you like me to get you a drink? which Which road should I take? came The car came up the road. all All our school shoes are black? bake Shall we bake a cake today? smell Don t forget to smell the roses. hive Bees live in a hive. will Tomorrow I will be riding a horse. like Do you like beans? miss Take care not to miss your appointment. home After school I will be going home. puff When I run I huff and puff. rose My dad gave my mum a rose. bring Please bring your work for me tomorrow. stop You must stop and look before crossing the long Some trucks are very long. road. from Will you please start from the beginning? good Most children try to do good things. skip Some children love to skip? brain The brain helps us think. plan We need to plan your birthday. play At my friends house we play games. Page 3

4 SPELLING ASSESSMENT REGULAR WORDS (phonic) RESPONSE SHEET NAME: DATE: WORD RESPONSE / COMMENT WORD RESPONSE / COMMENT cat went man jump dog quack pot ship big swing six such Primarily dialogue fun with just when yes dish get which came all bake smell hive will like miss home puff rose bring stop long from good skip brain plan play OBSERVATIONS: Page 4

5 TESTING The approach advocated is that of DYNAMIC ASSESSMENT with the PASS MODEL as a framework for COGNITIVE PROCESSING. The process of dynamic assessment looks at how learners learn, why errors are made and how current levels of functioning can be improved. Thus the focus is on the process and not the product. With the product outcome there is no information regarding the reason for failure or the learner s ability to achieve... and no guidelines or implications for intervention, (Lidz 1994:4). For additional reading, some of the researchers involved in assessment of COGNITIVE PROCESSING strategies are; Robert Sternberg; Carol Lidz; R. Feuerstein: David Tzuriel; Vygotstky; H. Carl Haywood: Jack Naglieri; A.S. Kaufman; J.R. Kirby; J.P. Das. Resources: 1. DAS, JP: NAGLIERI, JA & KIRBY, JR 1994; Assessment of cognitive processes. The pass theory of intelligence. Massachusetts: Allyn & Bacon. 2. FRY, E: High Frequency Reading Words 3. LIDZ, C: Practitioner s guide to dynamic assessment. New York: Guilford Press. 4. RICHARDS, S: The Development of a Formal Assessment Tool for Spelling in the Foundation Phase. Page 5