Assessment Assignment #5

1.
a) General Appearance : 0. The writing appears very messy throughout the entire sample.
It is very difficult to determine what letters and words are being written.
Letter formations, Size, & Proportion: 0. The letters are not consistently formed. There is some
fluctuations in the size of the letters, as well as the proportionality to each other and the case.
There is a lot of capitalization errors, and the letters would not be recognized out of context.
Spacing and Alignment: 0. The words are extremely crowded, with little to no space between
some. The lines are not crowded, but the margins vary every time.
Line Quality: 0. Uneven pressure was used throughout. There was times when the pressure was
way too heavy.
Slant: 1. Not much consistency in the slant.
Score:1

b) tim (time) - all sounds are represented, but they had difficulty with the long vowel
pattern of i-e.
litl (little) - all sounds are represented, but they had difficulty with the ending vowel that
happened to be silent in this word.
buther (brother) - student is missing the r sound in this word.
war (were) - the student misheard the vowel in this word.
hois (house) - all sounds are represented, but by the wrong letters. the student had difficulty with
the long vowel pattern ou.
wuns (once) - all sounds are represented. They had difficulty with the beginning vowel, as well
as knowing when to us a s verses a c
opon (upon) - difficulty with the beginning vowel, but all sounds are represented.
in sid (inside) - all letters are represented, but the student broke the word into two separate
words. They also had difficulty with the long vowel pattern of i-e.
disidid (decided) - all sounds are represented. They had difficulty with knowing when to use e
verses i.
wit (went) - missing the sound n. They also had difficulty with the short vowel.

c) The student was missing sounds when it came to phonemic awareness. This may be
because they are not hearing the particular sound in the words. The student often rambled with

his writing and would use run on sentences, with the word and repeatedly. The student had
difficulty with mostly vowel sounds, particularly long vowels. The student appears to be in the
Phonetic stage of spelling development. Every sound is represented, but the spellings do not
conform to conventional patterns.

2. When it comes to handwriting, the student had the most difficulty with distinguishing when to
use the correct case. An instructional activity that would benefit this child would be to have all
letters, lowercase, and capital, on separate cards. Then I would have them group the capital
letters and the lowercase letters. Then I would tell them a word and ask them to spell it. They
would pick the appropriate cards and spell the word. Then they would write that word on a piece
of paper. They would then be noticing that the case they use in everyday writing is mostly
lowercase. We would practice writing proper nouns as well to distinguish when to use each case.
This would not only benefit them when it came to letter cases, but it would also help with their
spelling. In spelling, this student had the most difficulty with vowel sounds. Vowels can be tricky
for students because of the different patterns that must be learned. This student had difficulty
with long vowel sounds in particular. An activity that would benefit him would be to make a list
of words that use a certain long vowel pattern. The list would be split into categories, for
example, if the long vowel sound was e, the categories would be e, e-e, ea, and ee.
The categories would have common words that have these vowel sounds. The student would be
able to familiarize themselves with the patterns, as well as common words that have these
patterns. The activity could also be used with the words on cards so that the student would be
able to move the words to the vowel pattern they believe it is.
3. This student showed his/her strengths and weaknesses in handwriting as well as spelling
throughout this piece. Their handwriting could use more practice based on the illegibility of the
words. They often pressed too hard and were sloppy with their writing. The student should
practice forming the letters because throughout the passage there was not much consistency in
the letters. It is obvious that they were trying but I would advise the student to slow down, take
their time, and think of what each letter looks like. Although the student spelled the majority of
the words wrong, I was impressed with how much the sounds were represented in each word.
The student clearly was sounding out each word to the best of their abilities. I noticed that most
of the spelling errors were happening in the vowels of each word. The student had trouble with
long vowels in particular and could use some practice in that area. Overall, the student showed
strength in the representation of the sounds, but could use some work in the letter patterns. The
student would sometimes not include a certain sound, such as the r in brother. This shows that
he may also need help in his phonemic awareness.