EDRL 443/CIL 543 Assessment Results (Narrative Report) -- Writing

Word & passage-level:

Total number of words 65 Number of words spelled conventionally 44 % of words spelled correctly 67%

Connections between spelling inventory and writing sample:

What patterns do you notice in invented/phonetically spelled words? In reading Wesleys writing I noticed a few patterns. First of all, he frequently struggled with correctly using the plural form of words, specifically that he would always use the plural form of zombie (zombies) even though he explicitly stated that there was only one. Just as the ESI determined, Wesleys writing is also evidential support that he struggles with vowel combinations within words. Some examples were ski instead of sky, undid instead of undead, and diy instead of die. I also noticed he struggled with double consonant combinations such as writing bulets instead of bullets and lukey instead of lucky. Though Wesley is phonetically sounding out his words, he is still lacking foundational grammar rules. How do these patterns align with results of the ESI (or other WTW spelling inventory)? Be specific in terms of what the child CAN do, what the child uses but confuses, and what is missing. As I previously mentioned, Wesleys writing aligns with the results from his ESI which determined that he is a Within Word Pattern speller. He has mastered initial and ending consonant sounds but struggles with vowel combinations. Is there evidence of visual memory for spelling? Examples? What might these results tell you? I found it interesting that with all of his vowel combination errors he spelled zombies correctly every time. I asked him how he knew how to spell it and his response was because I have a zombie video game. This tells me that he can use his visual memory to retain spelling patterns.

Evidence of Writing Traits:

Ideas Wesleys idea to open a small door in the back of his closet to find zombies that he immediately has to battle with shows proof of his creativity and ability to put his ideas in writing. Organization Wesleys organization was accurate in terms of chronology but very brief. He is in such a rush to finish the writing he leaves out pertinent information.

Voice Wesley played with the idea of voice in his writing. For example, at one point he stated you undead zombies it is you lucky day youre gonna die now. Though gruesome, it did demonstrate voice.

Word choice/vocabulary Wesleys word choices and vocabulary were in alignment with what he probably hears in video games, movies, and television.

Conventions (spaces, left to right, top to bottom, paragraphs, end punctuation, commas, names/beginnings of sentences
capitalized, etc.). Example(s)?

Wesley struggled with his conventions. He frequently did not capitalize the first word in the sentence and occasionally put periods in the wrong places. However, he did demonstrate left to right directionality.

Areas of need for instruction? (Consider the above areas as well as grade level standards):

Wesley needs word study, some work on conventions and sentence structure, as well as adding detail to his writing.

Possible strategies for addressing these needs: Guided reading and book sharing for models of these traits as well as writing practice and concept mapping to assist with adding details.