1. Spelling Assessment and Grouping Decisions EDC424

2. Plan for today 1.Review key practices for assessing spelling development 2.Score and analyze individual results with a partner to determine developmental stages of two students 3.Using classroom profiles to group for instruction

3. Qualitative Spelling Inventories Words Their Way Spelling Assessments – Primary Spelling Inventory (Gr. K-3 Emergent to Late Within-Word Patterns) – Elementary Spelling Inventory (Gr. 1-6 Letter- Name to early derivational relations) – Upper Level Spelling Inventory (Gr. 5-12 Within word pattern to derivational relations)

4. Using Spelling Inventories Select inventory based on grade level and students’ achievement levels Administer with brief introduction and know when to stop Analyze students’ spelling using a feature guide Organize groups using the Spelling by Stage form and/or a Classroom Composite form

6. How to Score & Analyze Spelling Inventories A. Use total accuracy to group with minimal information: 1.Mark words right or wrong on list (write correct spelling next to it) 2.Use the chart to tally the words spelled correctly in the right column and calculate a power score. Use power score to estimate a stage (see WTW, p. 34). B. Use feature patterns to determine individual strengths, weaknesses, and instructional goals: 1.For each word, check off features got correct and write in errors and circle. 2.For each word, add up the feature checks along each row and add up each column for individual features.

7. Common confusions to keep in mind Handwriting errors: – Reverse letter formation (b/d/p; s/z; or just letters written backwards) – Reverse order of letters (was vs. saw) Give credit for features gotten but if add extra letters, don’t mark word spelled correctly – FNWZTY for fan or FANE for fan – LOOKTED for looked

8. TRY IT OUT Work with one partner to record the spelling patterns of your two students. Use one Features Guide Form in your handout for each student. When finished, look for patterns (similarities/differences) across your two readers. Make a list of what you might teach next for each student (based on what each knows and what is confusing) Then, we’ll look at whole class patterns that can inform grouping decisions.

9. Make whole class grouping decisions 1. Plot the students in “our class” on the Spelling-by-Stage classroom organization chart 2. Make decisions about group size and composition 3. Use the classroom composite chart to make more informed decisions about grouping and instruction (For the sake of time, we’ll explore the model on WTW, p. 41)

10. Small Steps to the Lesson Plan March 11 or March 16: Thinking Sheet Due for Class Check - Type to keep a copy for you March 18: Text Talk Element Due (Guided Reading Query Sets ) get feedback after Spring Break April 6 or April 8: Word Study Demonstration Due (practice and get feedback from peers – see grading sheet in your handout) April 15: Lesson Plan Due April 22 or April 29: Literacy Center Due