Case Study Part 1 Guidelines-revised

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East Carolina University *

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5316

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Accounting

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Jun 18, 2024

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Uploaded by bigjolly1984

Case Study Part 1: Spelling Inventory Assessment & Analysis READ 5316 does include a practicum experience; however, we will simulate working with a child by assessing and analyzing writing samples from a child so that you will have experience using assessment tools to plan appropriate word study instruction. Due by listed calendar date. Before beginning this assignment you will want to read about Qualitative Spelling Inventories (QSI) in WTW chapter 2, practice assessing and analyzing your own orthographic knowledge with the Upper-Level Spelling Inventory (USI), and practice analyzing students’ Primary Spelling Inventory (PSI) with the PSI Practice activity provided on Canvas. After completing these activities, you will be ready to score and analyze a QSI and a writing sample on your own and complete Part 1 of the Case Study. Review the sample case study for Jake included on Bb. Then follow the steps below to complete the assignment. To complete this assignment, follow these steps: ● First, you will want to select 1 student to serve as your Case Study student for the semester. ● Once you have selected your student, read (don’t analyze) the spelling inventory and the writing sample. Think about what you notice at first glance. ● Now analyze the student’s spelling inventory sample using the appropriate Feature Guide to mark features. Use the examples, directions ( WTW chapter 2), and WTW Digital resources (the Tab labeled Assessment then select “Spelling Inventories”, then scroll down to find links to directions documents for the PSI, ESI, and USI. to complete this step. Remember, you are analyzing the student’s orthographic features , not simply the “correctness” of spelling an entire word. The reason is to find out what feature(s) a child is using but confusing (i.e., instructional level) so you can make sound instructional choices for the child. Assessing an entire word simply as “correct” or “incorrect” misses the nuances of orthographic knowledge and how it develops. ● Compare the child’s writing sample to the spelling inventory. Note any similarities or differences in the features the child controls and the features the child is still learning. Notes these similarities and/or discrepancies. ● Record notes about the spelling inventory and writing sample analysis to use to complete the assignment. ● The final product of this process should be: 1. A Snag-It , Screencast-o-matic , VoiceThread , or similar screencasting platform analysis of the writing samples. In your recorded analysis include: ● Both writing samples and your completed Feature Guide.

READ 5316 ● Record your oral and visual analysis. Your instructor wants to hear your thinking (a Think Aloud for adults) and see your analysis (use your cursor and/or write on the samples to indicate specific features in your oral analysis). Pretend you are talking to another teacher and explaining your analysis to him/her. Write your analysis and practice before beginning the recording. You do not need to read from your notes verbatim during the recording, but you must include them in your submitted assignment. Aim for a 5-minute oral analysis . ● Include a link to your oral analysis in the word document. Make sure the link is accessible. Have a friend double check by sending it to your friend. 2. A letter to the child’s family explaining: ● Greet the family. ● Why you are analyzing the student’s writing. Use professional terminology from WTW and layman terms (review articles from Module 2 readings). ● How you scored the spelling inventory. Use professional terminology from WTW and layman terms. ● The results of your analysis, including the stage of development, features the child uses, features used but confused , and absent features. ● The instructional focus you plan to take in word study lessons based on the assessment results (Part Two of the Case Study Project). This should be a simple statement about the feature(s) you will target and how the feature guide helped you identify that focus. This is the column the child missed two or more features. ● Note: This is a hypothetical letter, however, by using a letter format you have the opportunity to practice sharing information about assessment and instruction with a child’s family. Be sure to use the language of the WTW text as well as translate this information into a language understandable to people outside of education. Be sure you date and sign the letter. Aim for 1 page. The assignment should be submitted in a single Word file that includes the Feature Guide, link to the oral analysis, notes for the oral analysis, and the parent letter. (See Jake sample provided on Canvas). To embed a hyperlink in Word, click the Insert tab. Then click the Hyperlink icon. Copy the appropriate web address into “Address” and click Insert. The link should be underlined and blue. Assignment Checklist Task Completed Selected one student Read writing samples Revised Summer 2020

READ 5316 Spelling sample analyzed with PSI or ESI Feature Guide Writing sample analyzed and compared to Feature Guide Notes taken for oral analysis Oral & visual analysis: ● Uploaded spelling inventory sample & writing sample ● Uploaded completed Feature Guide ● Narrated oral analysis of all uploaded documents ● Used professional terminology from WTW & PWS ● Used cursor and/or writing/highlighting to accompany oral analysis ● Copied link to embed in your assignment/share with your instructor Letter to student family: ● Used professional letter format ● Greeted family positively & use inclusive language ● Explained reasoning for assessment ● Explained reasoning for analysis ● Explained in professional terminology (from WTW & PWS ) & lay terms the results of analysis, including present, “use but confuse,” and absent orthographic features ● Gave 1 statement about instructional focus with emphasis on building on student strengths ● Closed letter with positive statement about working with child ● Signed letter (electronic or written) ● Included accessible screencasting link in letter One WORD document submitted to Canvas by calendar date . Revised Summer 2020

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