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Boise State University *
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4001
Subject
English
Date
Jan 9, 2024
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2
Uploaded by EarlWolf863
340 PERFORMANCE ASSESSMENT - QSI ANALYSIS
Summary of Anecdotal Records
Kiki is a first-grader at Taft Elementary School. Kiki is a student in Mrs. Mitchell’s
first-grade classroom. Kiki has ADHD and uses a variety of fidgets throughout the day to aid her
concentration. During literary stations, Kiki’s engagement is low. She spends much of her time
asking irrelevant questions and avoids the task at hand. Kiki also consistently tries to distract
her peers as they are working on literary stations. Kiki asks the teacher for help on each step of
the task at hand and oftentimes states that she does not want to write what is being asked of
her. She voices that she does not want to work with other students in groups and prefers to be
alone.
Analysis of Data
On April 18th, I gave Kiki the Qualitative Spelling Inventory. The results are as follows:
Total feature points: 30/60
Total words spelled correctly: 7/26
Spelling patterns that student has mastered: initial consonants, final
consonants, and short vowels.
Spelling patterns where instruction should begin: Instruction should begin
at diagraphs and blends.
Interpretation of Data
The data indicates that Kiki is in the late letter name-alphabetic spelling stage. Students
in this stage are learning to represent phonemes in words within letters as well as using
consonant blends, digraphs, and short-vowel patterns to spell many words. Oftentimes, their
spelling is highly abbreviated and they will only use several letters of the alphabet to represent
340 PERFORMANCE ASSESSMENT - QSI ANALYSIS
an entire word. Their writing can be difficult to decode unless the teacher is familiar with the
ways spellers represent sounds in writing. I would begin incorporating instruction on CCVC and
CCVCe. Since digraphs and blends are the main cause for concern, CCVC and CCVCe words
should be the kinds of words that Kiki works with as she develops a better understanding of
these features.
Instructional Recommendation
Based on my analysis and observations, I recommend that Kiki participates in doing
word sorts alone during literary stations. Word sorts are activities in which students categorize
words according to the words' features. Sorting makes it easier to see the similarities and
differences between words. In Literacy for the 21
st
Century, Tompkins explains that sometimes
teachers tell students what categories to use, which makes the sort a closed sort. In this case,
the word sort can be closed as it should be related to digraphs and/or blends as these are the
areas that need improvement. Since Kiki does not find engagement when working with her
small group during literary stations, Kiki can remain alone as she individually works on her word
sort to target her tendency to become easily distracted by others. The teacher should prepare
word cards surrounding the features that Kiki needs improvement upon, in this case, digraphs
and blends, and Kiki can practice her understanding of these features, individually. This will
cause less distraction for Kiki as she will not be required to work within her small group and she
can still gain support and ask questions to the teacher without getting distracted. This approach
is well-suited to Kiki because it includes instruction that is targeted to her developmental
needs/goals and also suits her learning style which is working independently.
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