Spelling+Inventory



The purpose of the spelling inventory assessment was to assess student’s developmental spelling progress so teachers can design instruction more efficiently and effectively. It is crucial to conduct this assessment because spelling is correlated with phonics, word study, and vocabulary that are components of reading and writing.
 * Purpose of Assessment **

On February 12, 2013 I observed a student with an average spelling ability. The student being observed began their assessment by first listening to the teacher, as a list of words was read aloud. The student is proficient in reading and writing, however she depends on the teacher to support her throughout her development as a young learner.
 * Introduction of Child and Setting **

The methodology behind this spelling inventory test was conducted through the “South Brunswick Primary Spelling Inventory guide.” The assessment provides twelve words to test a student on and directions of the test administration. The proctor is to give a word, and the student will independently write how they think each word is spelled. The proctor is not allowed to give any further guidance or support to the student because this test measures the students’ ability to spell each word on their own. After the assessment, there is a chart to analyze spellings with the developmental stage of the spelling and the corresponding spelling for each word in every category. There are several spelling stages in this spelling assessment. These stages include: Emergent (Late), Letter Name-Alphabetic (Early-Middle-Late), Within Words Pattern (Early-Middle), Syllables and affixes (Late-Early). Ms. Kamm explained that she does not test her students using the different spelling stages but it is important to understand and be mindful of when instructing an assessment like the spelling inventory.
 * Methodology **

Kaitlyn worked calmly and efficiently during the spelling inventory test. Some words she effortlessly recorded on the paper but others she would ask the teacher for support. The student was reminded that during this spelling test they must try to write the words to the best of their ability. When a student does not know the spelling of the word they can simply put a line in place of the letter. This way the teacher will have a better understanding of the students spelling abilities. Kaitlyn worked well during the assessment and she was able to spell most of the words correctly.
 * Description of findings **

Overall, Kaitlyn has a good understanding of basic words and can connect the words in context, however she is unable to spell the word if there is a blend present. Also note that she uses all the correct letters but in the wrong order proves that she has some mastery of the words due to sight and/or phonetic spelling. My suggestion for these words would to re-teach blends if they were already taught. If the student were not introduced to a blend then I would recommend giving a mini lesson on blends to give the student more familiarity with the topic. Finally, it is important that students see these words in context in their reading and writing. Have the students look for blends during independent reading to give students an understanding of the multiple ways they can be used. Spelling is essential in literacy because when you connect it to reading and writing it gives students a purpose for learning more words.
 * How to use these findings **