EDRL 443/CIL 543 Assessment Results (Narrative Report) -- Writing What do you notice about what the child

CAN do? Arwin is not a fan of writing and getting him to write more that three sentences is like pulling teeth. However, I think he is just insecure about his spelling. Sometimes he has to think of a different word for the word that he needs because he wants to spell it correctly. Arwin uses correct punctuation and capitalization. He also has very neat handwriting. He told me he is very proud of his cursive and he always leaves enough space in between words. Specific things to look for/consider when analyzing the writing sample:
Word & passage-level:
Total number of words: 26 Number of words spelled conventionally: 3 % of words spelled correctly: 88%

Connections between spelling inventory and writing sample:

What patterns do you notice in invented/phonetically spelled words? I noticed that when he spelled family he wrote it as famliy. He has all of the right letters he just didnt put them in the correct order. So he knows that there is an I in there somewhere he just is not sure where it goes.

How do these patterns align with results of the ESI (or other WTW spelling inventory)? Be specific in terms of what the child CAN do, what the child uses but confuses, and what is missing. When he misspelled because. He wrote it as becase. The ESI showed that Arwin was in the late within word pattern stage and that he was having trouble with ambiguous vowels. The au in because is an ambiguous vowel sound pattern.

Is there evidence of visual memory for spelling? Examples? What might these results tell you?

Evidence of Writing Traits:

Ideas: We brainstormed a little before he wrote this passage. He told me about how his cousin is a professional football player and that he likes to watch it on TV with his dad. His ideas are there, he just needs some organization. Organization: there is little to no organization in this sample. Arwin writes down his ideas as they come to him with out considering the order of the sentences.

Voice: I dont really here much of a voice in his writing, however there is some voice. Maybe I am just too harsh but I think that he can give more than what he is giving.

Word choice/vocabulary: This writing sample does not have any compelling vocabulary. He used the same words several times. He told me that he wrote one of my family members because he did not know how to spell cousin.

Conventions: He knows what he is doing when it comes to punctuation and capitalizations. I would also like to note that
whenever he used I alone, it was always capitalized. His spacing between words was also very good, he has very nice handwriting.

Areas of need for instruction? (Consider the above areas as well as grade level standards): There is no real structure to his writing. I want to see a topic sentence, three detail sentences and a concluding sentence. I have not seen any writing that was meeting the standards for fourth grade. Possible strategies for addressing these needs: I will have a paragraph template that will have these five bullet points. We will brainstorm his writing and then fill out the template. This will show him a modified version of the writing process.