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A spelling inventory is used to assess a student's spelling developmental stage. Dr. Casey says a teacher can place students into groups for instruction according to their stage. Words Their Way focuses on "word sorts," which teach students how to recognize the regularities of the English language.
A spelling inventory is used to assess a student's spelling developmental stage. Dr. Casey says a teacher can place students into groups for instruction according to their stage. Words Their Way focuses on "word sorts," which teach students how to recognize the regularities of the English language.
A spelling inventory is used to assess a student's spelling developmental stage. Dr. Casey says a teacher can place students into groups for instruction according to their stage. Words Their Way focuses on "word sorts," which teach students how to recognize the regularities of the English language.
ELD 307 Dr. Casey Spelling Inventory Assessment Spelling Inventory is used to assess a students spelling developmental stage so that they can be placed into groups for instruction according to their stage. This assessment will tell a teacher what the students knows, what they are missing, and what they are doing incorrectly. Spelling features involved in this assessment include, consonants, short/long vowels, blends, patterns, digraphs, etc., which relate directly to the stages of spelling development. I chose to assess C, a student in Mrs. Gs 2nd grade class. I chose C randomly, without knowing her specific spelling stage. I administered the assessment at a table in the back of the classroom away from the other students, during the quiet time period after lunch. I gave C a piece of lined paper and asked her to write each word as I read it to her. I read each word twice and then also used it in a sentence and allowed her time to write her response. I stopped after eight words, as C had made more than five spelling mistakes at this point and I was confident that this was enough to complete the assessment. In a regular classroom situation, I would have read the entire class the complete list of twenty-six words on the primary spelling inventory as an initial assessment and then continued to administer the appropriate assessment to each group depending on their spelling stage periodically through the year. As the students advance, groups can be redesigned to fit the needs of their progression. The result of the assessment that I gave C put her into the mid Letter Name-Alphabetic stage, which is below grade level expectations according to Words Their Way benchmarks. Now that I have determined Cs spelling developmental stage, I would put C into a group with other students who are also in this stage. If there are no other students at the same level as C, then I would put her in the group that was closest to her level that did not cause her to struggle. I also think that C may require some extra instructional support in spelling to help her reach the benchmark for her grade level. Using an instructional approach, such as Words Their Way, each week I would give Cs group a new set of words to focus on. Words Their Way focuses on word sorts, which teach students how to examine and recognize the regularities of the English language. Word sorting helps student organize what they know about words to make connections with new words they encounter. As Cs group masters each developmental spelling stage, they will be periodically reassessed and moved on to the next stage.