When I test my fifth grade students, I have them write the headings for the sorts they have been practicing. Then I call out 15 words, making sure to get about the same number of words for each feature. They are scored for spelling and sorting, which is a total of 30 points. That means a missorted word that is spelled correctly is about -3 from 100 points. A misspelled by correctly sorted word is the same. A word that has been misspelled and missorted is -6 from 100. Basically it is a written blind sort, but not with all the students' words for the week. They do not know which words I will call. Sometimes I also give a couple of words that has the pattern that is being tested, but that the children didn't have for that week. These would be extra credit to see if they can apply the pattern. Maura 5/NJ -------------- Original message ---------------------- From: "Teacher Vega" <[EMAIL PROTECTED]> > I like your approach to word sorts. One of the areas I am struggling with > now is how to "test" my 5th graders in spelling. Do you have a certain test > type for your students? > > -Magaly > > -----Original Message----- > From: [EMAIL PROTECTED] > [mailto:[EMAIL PROTECTED] On Behalf Of Bonita DeAmicis > Sent: Thursday, February 21, 2008 6:35 AM > To: Mosaic: A Reading Comprehension Strategies Email Group > Subject: Re: [MOSAIC] Words Their Way > > I print the sorts on card stock and pass them out to student groups on > Mondays. They cut them out and they have a spell sort composition book with > a pocket (made by them) that they keep the cards in. > > On Tuesdaysish (varies sometimes I start on Mondays)I call up each group to > the smartboard. They sit on the floor and I say--think of how you could > sort these words. They go for it (maybe 5 min) and then I ask each student > to share what they based their sort upon. Often, their sort is exactly or > close to what I would require (like long and short vowels, or double > consonant in the middle, etc.) Then I tell them I want them to sort > according to a sound pattern or spell pattern--they do this while I get > Inspiration up on the board. I think it could also be done on an overhead > with the words just printed on a transparency and cut out. > > If you have used Inspiration, then what I do is write the pattern as the > main idea and then use rapid fire to type out all my words. Then I choose > "select all" and "hide all links". That makes the Inspiration words like > little objects that can be dragged around the program. As students finish > their sorts I have them come up to the board and drag 1-3 words to the > correct column. All students generally end up having a turn, but they work > quickly to get the opportunity. Then the words are left up for them to copy > into their spell sort books--which I check right there for proper placement > and spelling. This all takes about 20 minutes per group. > > The next day they do a different sort and we may or may not do it on > Inspiration (takes about 5 minutes). That night I assign word hunts for > homework. > > The following day I call up each group and ask them to explain to me how the > pattern seems to work...we discuss and they write that in their spell sort > books. I assign sentences for homework (thought they can start in class)--I > have additional sentence rules like right now we are working with commas, > too. I use the sentences to helps students see how to combine and write > longer sentences that still make sense. > > I suggest they do a speed sort with a partner on the fourth day...do not do > much follow-up on that. > > On the last day I give a dictation test--3-4 sentences with 1-2 spell words > in each. They write the whole sentence with proper punctuation as well. > > Starts all over. A bit rote, but the time feels about right and I like that > the students must do some actual thinking each day. The dictation sentences > tell me whether they have transferred the words over to actual writing and > also gives me a check on how they are doing with the punctuation that we are > studying. Sometimes the dictation and sentences reveal to me some > minilessons I need to teach. > > Hope that helps. > Bonita > > > ---- Patricia Kimathi <[EMAIL PROTECTED]> wrote: > > Will you tell us a little about how you do this? > > Pat K > > > > "to be nobody but yourself -- in a world which is doing its best, night > > and day, to make you like everybody else -- means to fight the hardest > > battle which any human being can fight, and never stop fighting." > > > > e.e. cummings > > > > On Feb 20, 2008, at 5:52 PM, Bonita DeAmicis wrote: > > > > > I like to do 2-3 sorts with them--an open sort, an assigned spell > > > sort, and then a meaning or sound sort. We also do the assigned sort > > > together using Inspiration on the smartboard. (3 different spell > > > groups--one works with an aide). > > _______________________________________________ > > Mosaic mailing list > > [email protected] > > To unsubscribe or modify your membership please go to > > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > > > > > _______________________________________________ > Mosaic mailing list > [email protected] > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > > > > _______________________________________________ > Mosaic mailing list > [email protected] > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. >
_______________________________________________ Mosaic mailing list [email protected] To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
