Sara Abbott Professor Casey ELD307 Spelling Inventory Assessment Purpose: To find out what spelling stage the

child being tested reaches. Introduction of Child and Setting: The child I tested, Aditya, goes to school at Golds Elementary in Phoenix. This assessment was done on February 27, 2014. Aditya is in kindergarten there with 22 other children in the class. His teacher Mr. Hunt is a very kind person. Methodology for Using Assessment tool: For assessing Adityas spelling level, a check sheet with words for testing him on was used along with taking notes. Through the Feature Guide for Primary Spelling Inventory, check sheet. The check sheet has 26 words on it beginning with simple words such as "fan," and ending with "riding." The sheet begins in the early emergent spelling stage, and goes all the way up to the late syllables and affixes stage. Description of your Findings: Aditya is at the early within word pattern level of his spelling. He spelled 5 words completely correct and a few others he tried were mostly correct but a few letters were different. He capitalized the word Rob because he knows it to be a name. He had trouble with a few words in the beginning, spelled sled right, and then the rest of the words following sled were spelled incorrectly. For example, wait was spelled "wet". Sled was spelled correctly after that. Then he tried to spell stick, but he failed to add the c, so stick was spelled "stik." Discussion of how to use the findings to inform instruction: Using these findings, I would be able to create an individualized lesson plan, if needed, for Aditya. The lesson would be on the

consonant blends, and the consonant digraphs as those are the level preceding where he is. Beginning at the level before where a student is, helps to remind them of things they need to know, and also can help them to connect those things to what they will learn in the next stage. If a certain group in the class had given similar results, I would be able to compose a small group lesson plan, and if the majority of the class were on the same level as Aditya, I could create a lesson plan for the entire class. Individualized Lesson Plan for Aditya of Gold's Elementary in Phoenix Rationale: The purpose of this lesson is for Aditya to be reminded of material he may have already learned. If he has not, then it is new material for him to learn. If he has, then it is material for him to remember so that he may connect it to future lessons in the next few stages of spelling. Standards: CCSS.ELA-Literacy.L.K.2.d - Spell simple words phonetically, drawing on knowledge of sound-letter relationships. Objective: Students will: 1. Maintain focus during the lesson 2. Listen attentively 3. Practice old words 4. Learn new words 5. Complete a word sort

Procedures: 1. Go over the words he might already know. 2. "Do you know the word flag? Blob? Crib?" etc... 3. Have him write them down. 4. Take the words he did not recognize and put them to the side for practice after he writes down the words he does know. 5. Review the words he knows and make sure they are correct. 6. Give him the word sort, let him try it and see how he does with it. Then review it with him."Why did you put this word here?" 7. Tell him why certain words were in the wrong area (if they were,) and where they actually go and why. 8. Have him complete the word sort a second time and compare. Gradual Release of Responsibility: Engagement/Anticipatory Set: Going over the words he might already know Mentor: Go over the words he spelled wrong and why they were wrong Guided Practice: The words sorts are guided practice. He is practicing sorting the words into categories that they match with. Independent Application: Aditya can continue using the word sort for practice. He can use it when he is writing sentences in case he needs to remember words.

Materials: Paper or whiteboard, dry erase marker, word sort sheet, scissors, pencil, crayons Assessments: Complete the Feature Guide for Primary Spelling Inventory again and see if there are any improvements to Aditya's spelling level. Differentiation: The word sort could already be cut for Aditya. If it was a different student, you could use different words in the word sort. You could write down the words for them and just have them spell them out to you. Future Connections: Aditya could use this word sort as a morning activity. He can use it when remembering how words are spelled. He can use the lesson in every other lesson in school when these words are relevant.