Summary: Classroom Analysis
identifying consonants, short vowels, digraphs and blends. Regardless, based on his results he will be included in the middle letter name-alphabetic instructional level group to reinforce his short vowel, digraphs, and blends to progress to the next stage.
Based upon the assessment data from the classroom composite inventory listed, four small groups targeting different curricula goals will be formed. Even if feature points suggest students are in a particular stage, spelling features from earlier stages implied the need for improvement. Therefore, the following groups were created to focus on their own instructional level pertinent to middle letter name-alphabetic, middle syllables and affixes, early derivational relations, and late derivational relations. Subsequently, groups were formed according to the spelling developmental stages and not by specific grade level. Choosing to have a fewer number of groups contributed to the arrangement for each group.
Group 1 – Michael, Sarah, Blaine, Fred, Jada, and Bobby corresponded within the middle letter name-alphabetic stage and will begin focusing on short vowels, digraphs, and blend features to progress to the next stage. They use most beginning and ending consonants including vowel usage. For instance, students may spell pot for put or lik for like. However, by the end of this stage students will learn the alphabetic principle, consonant sounds, short vowel sounds, digraphs and consonant blends (Tompkins, 2013). Consonant…