1. DIFFERENTIATED SPELLING KESHIA EDWARDS AND JAMIE ROYALL

2. 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.

3. 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.

4. 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.

5. 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.

6. 1 ST GRADE RESULTS…

7. 2ND GRADE RESULTS…

8. SIGNIFICANCE… We ran T tests to compare means. 1 st we checked for differences in the groups Highest group always scored the highest Lowest group always scored the lowest 2 nd we checked for growth Pre-test--- Mid-Year = growth Pre-test--- Post-test = growth Mid-Year---Post-test = growth

9. SIGNIFICANCE… T-Test showed that the probability of error was p<.000 1 out of 10,000 We can confidently say there was growth!