Certainly, spelling ability is one key indicator of reading ability as recent studies have demonstrated (Adams, 2011 Gentry & Graham, 2010 Moats, 2005 Reed, 2012). Our supportive principal purchased each staff member a copy of Words Their Way®. I was allotted 10 two-hour staff developments, and we dug into teaching the program to our students.īy the end of two years, here’s what we teachers found: The Qualitative Spelling Inventory (now in three iterations: the Primary, Elementary, and Upper Elementary) was a reliable placement assessment, alongside of our phonics, fluency, vocabulary, and writing sample assessments. The elementary school to which I was assigned was over 1,000 students and drew from lower to middle income, ethnically and language diverse neighborhoods. Our 50,000-student district adopted the Qualitative Spelling Inventory as our K−6 diagnostic spelling assessment, and teachers used the test results to both place students in reading programs and differentiate instruction within the classroom. By the end of the fourth day, we reading specialists had bought in hook, line, and sinker to the Words Their Way® program. Donald Bear) and the developmental patterns of spelling, were novel approaches to word study. Templeton’s training components, the Qualitative Spelling Inventory (developed by colleague and fellow author, Dr. Shane Templeton, one of the authors, trained us for four days. Two of Dr. Our cadre of 21 reading specialists were in-serviced on new word study program, Words Their Way®. Back in the late 1990s, I served as an elementary reading specialist in a large Northern California school district.
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