Reflection Paper On Spelling

Mesmer, E.M., & Mesmer, H.A.E. (2008). Response to intervention (RTI): What teachers of reading need to know. Reading Teacher, 62(4), 280-290.

Throughout my semester in English 131, I have gained many improvements to both my writing skills and my writing process. One such improvement was making me think critically on my essays in both this class and another class where we had to write essays. On all of my later self-reviews, I constantly gave way below what I was eventually given, and that helped me so much, by changing my essays so much more than what I would have done originally. That is evident by how my grade has steadily gone up on each of my papers. The memoir that I first wrote was my first ever graded that was really beneficial to my grade, and I got a 44 out of 50. The next paper that I wrote was a profile, and I got the same grade on that as my memoir. The first improvement that I had was on the review essay, and that was only by one point above the other papers that I wrote. Lastly, the best improvement that I have had was with my final paper, a proposal essay. On that essay, I got a 49 out of 50, a major improvement to my other pieces of writing.

English Composition I has developed my style of writing and my skills analyzing and researching topics to write a piece about a topic. Throughout the course, I got better at analyzing articles and pieces to get the meaning of the topic. With that improved skill I was more able to use the information given from the text and install it into my essays, with proper citation if needed. Before taking the English Composition course, I was not one to organize my essays in an ordeal order to clearly state the point of the work. Now with taking the course, I have learned to organize my essays, examine research for a topic, and develop an essay with proper mechanics, and revising skills. In writing my personal, review, analytical, and cultural

My child a second grade student participated in a Primary Spelling Inventory and the reflection of her results are as follows. The spelling inventory took place in a classroom with twenty other students in attendance. This made it difficult for her to hear me sometimes because of the noise volume. After I repeated the word and used them in sentences she would correct her former spelling of the word, which she did often. I was interested in her nonchalant behavior when she took the test. It seemed that she knew every word and was happy with herself from the smile on her face. To my surprise after her spelling inventory was finalized thinking that she may have done very well because she never seemed frustrated by the words I was calling out.

Again using the standards of a year 6 pupil within national curriculum, it shows that in relation to transcriptional areas it is clear that this child is quite confident with their spelling and handwriting. There are more strengths than weaknesses. This child has the ability to spell words with a silent letter, such as, like and would. Their ability to use homophones is clearly shown especially in words like would, were, look and wear. However, it was noticed that this child struggled with the homophone their and there, due to incorrectly using this in their writing e.g. ‘this argument is about if their should be’ rather than using there. In their writing only one spelling mistake was noticed, which was about, incorrectly spelt-

Consistent with classroom performance, testing indicates that Tyler is currently performing below grade level in reading and math. In the classroom setting, he shows difficulty processing information. Tyler’s teacher observes that he has trouble understanding concepts and learns at a slower rate. His performance is noted to improve when he is placed in a small group

For weeks 1-3, George was given 18 third-grade spelling words. His average score for weeks 1 to 3 was a 70%. At this time, George’s teacher altered his the instructional design and lowered the number of spelling words per week.

Today we focused on organizing Nathan's notebook, completing an ELA worksheet, and reading and taking notes from his book, Maniac Magee. Nathan did fairly well today, and stayed on task long enough to complete the assignments that I asked him to do. I saw several of his grades today from ELA, and his teacher commented that she had a hard time reading his handwriting. I was glad to hear that he got a good score on his science test, and I told Nathan that he should be happy with the grade. He does have a ways to go, but it doesn't hurt to give praise when it's due. I am concerned though about his reading and handwriting skills. His handwriting is difficult to read, and he also struggles with spelling which makes his writing a challenge to understand

During this assessment, I learned that the student had more errors that were structural or visual. Some of the errors were the result of the student adding letters

Overall, being able to compose an acceptable essay and fine tune my grammer are the most important goals I have this year, besides passing the AP English Language Test. Writing notes from a Powerpoint or collaborating in small groups is the ideal way for me to learn. In my opinion, discussions are only satisfying when everyone in class knows the material thoroughly. Also, this summer I studied SAT vocabulary which increased my ability to understand what I was reading and also apply those words in my conversations. You can support me by conducting vocabulary tests and timed writing assignments.

Nick could have stayed in school in a culture response as being more grounded in education of research that would have recognized what children learn best in an interactive and educational model that focus on routine instructions. The school could have taught him strategies that would have support positive learning and outcomes for children. They could have nurtured Nick in his strength areas as connecting to his knowledge. In some aspect, they could have used Nick home language to recognize the essential elements of learning. They could use his strength of skills in research as a high workforce capital. The school should have provided after school programs for him to have a clear understanding in school and what he likes. Nick could have participated in camps that dealt with technology in the Math Enrichment or Language/Art Camps that deals with computers and other technology that deals with major courses. Nick had a weakness, they should have tried harder on what he needed help. If he had a confident

For students, understanding the ways written language represents the way they speak is key to literacy (Bear, D., Invernizzi, M., Templeton, S., & Johnston, F. (2011). Wilson Fundations, better known as “Fundations”, is a K-3 phonological/phonemic awareness, phonics and spelling program for the classroom (Fundations – Wilson Language Basics for K-3. (n.d.). Fundations is based upon the Wilson Reading System principals and serves as a program to reduce the risk of reading and spelling failure (Fundations – Wilson Language Basics

Richard’s performance in reading and mathematics measures his capability is multiple areas across each domain. When reading Richard has an understanding of the association of letter to sound when reading. He was able to associate letters with their proper sound with both vowel and consonants. The Dolch word list and WJ subtest 1 measured word identification, Richard decoded words and blended the sounds to read the entire word. He was able to automatically identify letters with one of two syllables with minimal hesitation. When reading DIEBELS and words in the Dolch word list, Richard was able to identify high frequency words in isolation and when reading the words within the passage. Measuring Richard’s comprehension, Richard was capable

His basic understanding of letter sounds is average. For instance, he uses a “u” instead of an “a” in the word was. It is evident that he lacks the ability to spell high frequency words that would have been introduced as early as Kindergarten. He also struggles with letter combinations to make sounds in words. For example, he spells the word California as “Californy” and the word author as “awthor”. The reason for this mistake in spelling is that he associates the sound “yah” with just the letter “y” and not the digraph “ia”. In the word author, he understands the diagraph “aw”, but he misuses it in place of another diagraph, “au”. He struggles with this concept in his writing because spelling “is a divergent and more challenging process because there are often several ways to spell the same sound” (Moats,

In English 102 I would consider it to be the best education academic writing experience of my education. There would be times where I could say I struggled the most in class was with my grammar and word choices. Throughout my attendance, I intended to prove myself to Professor Hohmann, who is an English professor at CAC (Central Arizona College) that I can write professionally as a student. I created six assignments in the English course to prove myself that I can compose assignments and research as well as my peer college classmates. The tasks that were given to me for grades were beneficial for other classes, career and in life. One of the assignments was a research paper on a specific topic that I desired, which needed to be a debatable discussion. An additional task that helped me out with my writing was the