G1 student is showing excellent progress with The Code in areas we have covered.
B1 student is similar but can be careless when attitude is shown to testing.
These two students were in the main class group.
The remaining students all worked with the teacher aide on heart words which is where there is improvement in the heart words (words not following spelling patterns) but the word check for the year levels wasn't done.
B3 student with spelling has made some improvement but not as much as the other on heart words. This student is now on an IEP as I grew concerned with a lack of progress in all areas.
The other students on heart words have done very well. They still have a way to go on the list words for the year levels. Bar G2 more awareness of spelling correctly is demonstrated in their writing.
The E-asttle results show progress within their writing except for two students who use a range of everyday words that does not necessarily show spelling improvement. Choosing a wider range of vocabulary helped along with more awareness of spelling. As the testing is done on computer, there is an element of spell check as seeing words that are underlined to be fixed is encouraged.
Overall, I am pleased with the results for both The Code and E-asttle which shows that a regular focus and routine of teaching spelling does work.
From my backwards mappings:
Measurable Outcome
Shift in written spelling outcomes in work and tests. TP 1 and 2 literacy data
PAT/Probe/Running Record/E-asttle, The Code Spelling
Using tracking sheet for The Code
Shift in spelling and vocabulary in e-asttle
Increased volume of content in class and formal testing
Shifts in vocab and spelling in E-asttle and via the Tracking Sheet -The Code
- There has been a shift in written spelling outcomes in work and tests. Volume output in writing has increased when not hampered by working out spelling.
- I noticed with students while doing the running records (all t/aide group) that they are reading words really well and are working out unknown ones within the scope of their knowledge.
- The use of the tracking sheet allowed me to target words to build a solid base for spelling.
- Shifts can clearly be seen in most cases.
What does this look like?
Students to approach new and challenging words with confidence
Apply sound knowledge in reading and writing when faced with new or challenging words
Have a wider vocabulary to draw upon.
Make connections between spelling patterns
Shift in spelling and vocabulary in e-asttle
Applying the new learning in context at speed
- I can see more confidence in their spelling when writing. I think that new and challenging words is still a work in progress.
- I can see the sound knowledge in their working out and it is easier to recognise in context except for a capital I. Lower case I's still regularly appear in writing but not in tests.
- To see a wider vocabulary with The Code, I think I need to make links for my students when we see these in shared and guided texts. Possibly as we had not reached a level where a wider vocabulary is shown as the Year 5's have not done their level of The Code.
- The evidence shows the shifts with the regular testing and ensuring the gaps were filled for that solid base.
- Many of the students in the group are still to work at speed.
For me if we continue:
- I would like to see the RTLB in action with The Code so I can be more speedy. I did want to approach her to come in but ran out of time due to other things happening.
- To build on my own spelling knowledge as I can spell without knowing the why. For example the other day I did the camel rule which I had never even heard of. It's about syllable division - When one consonant comes between two vowels divide before the second vowel. - ie cam.el or com.ic.
- Get the students who are still working at Year 1 and are 4/5 years behind more confident and accurate, along with being able to write and think at a higher speed.
