Student Survey Analysis

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Out of the 19 student surveys given on February 4^th, 16 of the students stated that they used sounding out as a spelling strategy to spell unknown words. The first (#19) of the three students to differ on an answer stated, “I try my best to spell it.” Because this student did not specifically state how he tried to spell these words, such as sounding out the words or using known spelling patterns. The second student (#5) wrote “I practice my words every day.” Based on my prior knowledge of this student, I believe he miss understood the question and responded based on how he knows how to spell his weekly spelling words. The third student (#21) wrote, “I use no strategies.” I must admit he is my second highest speller in my classroom. However, I believe he does not know specifically which spelling patterns he uses to spell unknown words.

            While reviewing literature I found an article that discussed how students learn in developmental stages. Gehsmann (2012) states “ [t]he more students know about orthography-how words work, their structure, and how that corresponds to sound and meaning-the more rapidly they can identify words in print and generate words in writing” (p. 6). Since most of my students are wrote that they sound out words, obviously they have an understanding of how sound corresponds to meaning like Gehsmann stated. However, my students’ levels of understanding vary based on the pre-assessment results given last month. I do believe that by differentiating my spelling groups based on their spelling needs is helping my students. My students are learning how words work and what blends of letters make which sounds.

This week I am going to spend Tuesday, Wednesday, and Thursday calling back each spelling group and have them write a dictated sentence using the words being studied this week. I want to start collecting more data on the students’ writing and the effects of spelling. I only wish I had time to start this idea weeks ago.

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Gehsmann, K. (2012). Stages and standards in literacy: Teaching developmentally in the age of accountability. Journal Of Education, 192(1), 5-16.

Parent Spelling Survey Analysis

When analyzing the spelling surveys I gave the parents February 4th, I decided to use the following categories after a lengthy discussion with my professor: spelling, sentence structure, attitude, and names. All the surveys were returned to me by offering the students candy upon the return of the survey. Since all surveys were returned, the reward was an effective incentive. Here are my findings:

Spelling:
Seven parents referred to their children learning spelling words through writing them numerous times to know how to spell them. These parents were referring having their children memorize the words through repetition. Only one parent actually stated that her child memorizes the spelling. It is this connotation that spelling should be memorized that has led me to develop my inquiry.  Reed (2012) states, “[s]ince the 19^th century, many educators have believed that learning to spell depends on rote memorization of words” (p. 10). Based on the parents' responses, I feel that my students' parents learned how to spell through memorization thus feeling the need to continue with the tradition. However, current research shows their are other more beneficial methods, which I hope I am able to share my results with my parents to help prevent this unnecessary rote memorization idea from being passed on to other generations.

Sentence Structure:
Out of 21 surveys, only 6 parents responded to the questions using complete sentences. Two more parents started to fill out the survey with sentences, but then switched to jotting down notes. Four parents filled out the survey using periods when only fragmented thoughts, including single words, were used. I did notice that the parents who wrote fragments or limited information correlated to my students needing more assistance in spelling.


Attitude:
All parents stated they felt that weekly spelling words were helping their children become better spellers. One parent did comment that the improvement of her child's spelling words depended on the words given. However, she did not provide further insight as to whether she was referring to the differentiated spelling lists or previously whole class spelling lists given. Another parent commented on how her child has not made as much improvement in spelling as she would have liked her child to have made by now. (Side note: However, this is the same parent who does not help her child with homework and makes her daughter babysit her younger siblings, so the parent can relax.)

Names: 
Only six parents used their children's names when filling out the survey.  Overall, the parents who used their children's names in their responses were the parents who provided lengthy responses in complete sentences.

Obviously, these are only my first level of observations for these surveys. However, my next step will be to analyze my students' surveys. I am hopeful that I will be able to make connections between the parents' responses and the students' responses.

Reed, D. K. (2012). Why teach spelling?. Center On Instruction.

Interview Analysis

Last night in class, we learned about grounded analysis. The first level is to use gerunds to describe what is occurring in the qualitative data being analyzed. I decided that I would look at my interviews to try out this new analysis technique. It was extremely tough trying to find gerunds as I read through the interviews. I know my interviews are short, but as I analyzed these interviews I realize how meatless they are. Thus, I am going to make sure to include more questions in my next round of interviews as I cannot reach level 2 categories with my current interviews. Below I have provided pictures of my interview analysis.

Thick Description

On Mondays, I sort the words with the students to go over the spelling patterns being studied that week. As I meet with each group, some students understand the pattern faster than other students. Sometimes, I have to remind these students to let other students have time to think about the pattern and in which category to place the current word being discussed. Originally, I thought orange group would have a difficult time sorting words as they had to differentiate between VCC/CV words and VC/CCV words. However, my blue group showed more signs of difficulty reviewing –ing words. These students had to identify the root word and then decide if the root word doubled the consonant, did nothing, or dropped the silent –e before adding –ing to the word. Throughout the group, there were only a few hiccups. In particular, I watched one student (#5) organize his words based on the words he knew in which category to place them. With a big grin, he placed the first three words in the correct category. When it was his turn to say his last word, he mouthed it to himself. Then, he said “begging” as “beginning” slowly and quietly. I told him to find the root word. He said, “-ing.” The rest of the group members were watching this little boy quietly. A couple of the students had their hands up ready to tell me the word. I asked them to give this boy a chance, so they needed to lower their hands. My next question to him was “Where do you find the root word?” He quickly stated at the beginning of the word, so I asked him if the root word could be –ing. He said “No. It is beg.” After congratulating him, I asked him what had been done to the word beg to make it present tense. He quickly said the consonant had been doubled. I was pleased with my group for taking the time to allow this little boy to sound out the word as well as figure out the root word. I was also pleased in the fact that I was able to review root words with my students.

Spelling Test Success

Previously, my spelling tests were taking 45 - 60 minutes on Fridays to give to my students. This was due to the fact that I called out one word for each of my four groups until all words had been called out. Then, my students could ask me to repeat words, if necessary. After talking with my professor, I decided to have my instructional aide give my highest spelling group their weekly assessment. She was more than happy to help me and the students both scored A's. One student earned 100 and the other student missed one word meaning he earned 96. Then, it was my turn to give the other three groups their tests. It only took 32 minutes! I could not believe how much time was saved by having my aide give a test. Last week, it took me 53 minutes! After even more thought, I am going to give my reading test on Thursday. Then, I will be able to have students completing assignments while giving spelling tests at the back table. My aide will still help me :) In previous weeks, I have given the reading tests on Friday, which meant absolute silence was needed in the room. However, if students are reading in their book study groups, correcting tests, and completing any other reading assignments, then I can pull them to the back table without creating huge disruptions.  I am excited for what lays ahead as I must admit the last couple of weeks, I have felt like I was drowning in the middle of the ocean.

On another note, I was hoping to post about my analysis of my spelling surveys. However, I have had a few obstacles this week and will need to post about the surveys and the transcriptions of my interviews later.

First Interview

      After much anxiety, I finally conducted my first set of interviews today. Originally, I had intended to interview three students but only had time to interview two students before chaos struck. One student had a physical melt down while another student had not taken his strongly needed medication. Despite these obstacles, I was very excited overall as to how the interviews went. Unfortunately, I have not had time to transcribe them, but wanted to share my day's reflection about them. For each interview I had the students write down a sentence that I dictated. These sentences were created using at least one word that followed the spelling patterns being studied this week. My first student (#18) wrote the sentence "It is starting to snow." Initially, I had a different sentence created, however, she was so excited about the snow coming down that it was all she could talk about when we were together! Her group is studying the spelling pattern "-ing" in which root words drop the "e" or nothing happens. As she started to write "starting," she stopped at the word "start." I waited to see what she was going to write next. At first, I thought she might have misunderstood the sentence. Then, she slowly started to write "-ing" correctly. I was beaming inside! After finishing writing the sentence, I asked her how she knew to spell "starting." She started telling me about how she learned it during the initial "pre-assessment," the test I used to divide my students into appropriate groups. After further questioning, she was able to tell me it was because of the pattern her group studied last week. She continued to tell me that she learned last week that when words end in two consonants, a person just adds "-ing." Her line of thinking was absolutely correct! Even though "starting" fell into the category of do "nothing" when adding -ing, she connected the word to a previous spelling pattern studied.
      When interviewing my second student (#12), I was semi-successful. I asked her to write the sentence, "The moth had a long yawn." Her group is studying the "au" sound found in cause, lawn, and cross. When she initially wrote the sentence, she misspelled the word "yawn" as "youn." I then asked her questions about the spelling pattern she was studying this week. She gave a clear explanation of the pattern. Then, I asked her if there were any words in the sentence that made the "au" sound. She identified "moth" and "yawn." Then, I asked her if these words followed her spelling pattern. With a few more questions, she was able to change the word "yawn" to the correct spelling by using her current spelling pattern.
      Overall, I would call today a success. Schlagal (2002) states “[s]orting and manipulating these lists of words by their patterns provides a powerful dimension of interest and focus to a week’s instructional sequence and can help children to see and understand the orthographic structures they are studying” (p. 54). Both students were able to make connections to their spelling pattern when writing their sentences. These students were able to refer back to the vowel patterns and suffix patterns being studied for the the current week. Instead of being given 20 words that follow a variety of spelling patterns, these students were able to find success by being given 24 words that follow one or two patterns. 

For more information on spelling, you can read the following article that I quoted from in this post.

Schlagal, B. (2002). Classroom spelling instruction: History, research, and practice. Reading Research and Instruction, 42(1).

First Spelling Assessment

     Today, I gave my first spelling test with four groups! Overwhelming does not begin to describe the feeling. I had to give my spelling assessment today due to the snow day on Friday. As if missing a school day wasn't bad enough, our school system had an hour delay. The students were super excited and had a difficult time focusing. Despite telling them Thursday that if there was no school on Monday, the spelling test would be Monday. I was concerned how my students would perform as well as giving four tests at once. Four groups is too many! I am going to see if I can find a parent volunteer or an aide to help me give a test. I feel bad outsourcing, but there is no way I can handle giving all the tests. Throughout the test, I had to remind some students to focus on the test!
    Overall, the scores were much better than I expected. Both students in the yellow (high) group got As despite one of the students playing war with his pencils and the other student staring out the window. I learned looks can be deceiving! In my orange (medium-high) group, I had 6 As and 1 B. The one student who received a B is going to be devastated. This grade is his lowest on a spelling test. I will be paying close attention to his reaction tomorrow. This student is the same one who thought he should be in a higher group. I am hoping that he will strive to join the yellow group and maybe pull up some of his other group members. In my blue (medium) group, three students earned As, two students earned Bs, and 1 student received a C. I am not sure what to make of these scores yet. I am copying these students tests to analyze at another time. The pink (low) group had two students earn As, one student earned a C, and one student earned a D. I am so excited that one of my worst spellers in the classroom scored an A on her spelling test. She is working so hard on trying to sound out words and become a better speller. This A will really help her self-esteem! The student who earned a D was very unexpected. However, I know that she is experiencing less assistance at home due to family situations. Unfortunately, I have not been made aware of these factors. Overall, I expected students to score where they did.
    I finally have sent home the parent surveys. Unfortunately I have been trying for about a week but due to weather and other school obligations, I have not been able to send them. I told the students their parents were going to have homework and to make sure they did it. I am going to be curious to see how many parents fill out the survey as well as what comments the parents make. Hopefully, I will not take any of the comments personally! I am looking forward to having a full week of spelling activities and to really start collecting data. Have a great week :)