Running head: ASSESSMENT ASSIGNMENT

Assessment Assignment

Jenny Bayer

Longwood University

September 18, 2017

ASSESSMENT ASSIGNMENT

Abstract

This report gives you a deeper look into the analysis of an Elementary Spelling Inventory

administered to a third-grade classroom. In this paper you will see the instructional groupings

that resulted from the examination and analysis of these spelling samples. Each grouping of

students have been carefully thought out and considered. A brief explanation of the reasoning

behind a grouping is provided to provide you with insight into my thinking.

ASSESSMENT ASSIGNMENT

Assessment Assignment

For this assignment, I examined a class set of Elementary Spelling Inventory results.

After examining the results, I was able to group the students into four groups based on the word

knowledge that they currently possess. This paper will outline my results as well as the student

groups and overviews of plans moving forward.

Class Overview

The inventory results that I examined belong to a third grade class of 18 students. The

class is divided 50/50 with nine girls and nine boys. After analyzing each student sample, I found

that there are students in each stage of spelling from Letter Name- Alphabetic to Derivational

Relations. The lowest scoring student in the class falls into the middle-late range of the Letter

Name-Alphabetic and the highest scoring student falls into the middle range of the Derivational

Relations stage. The students are able to be grouped into groups of no more than five students

that are performing on a similar level.

Instructional Grouping

The following section will allow you a deeper look into the class data pulled from the

spelling analysis as well as the groups that each student is placed into. It will also provide you

with a look into the instruction for each instructional group.

Group One

Group one is made of four students. These students are: Caleb, Trevor B., Sam, and

Steven. These students can be identified on the Classroom Composite form (see Appendix A) as

the names written in red. The students in this group range from late Letter Name- Alphabetic to

middle Within Word stages. This group was put together because these student exhibit mastery

of the same skills. Sam and Steven are at a higher level than Caleb and Trevor B. but because of
ASSESSMENT ASSIGNMENT

their low scores in long vowels, would benefit more from instruction in a lower group as

opposed to a group starting instruction at other vowels. All four students in this group have

shown mastery of beginning and final consonants, short vowels, and blends.

To begin instruction with this group I would use the Short Vowels with Diagraphs sort

found in Appendix D of Words their Way (Bear, Invernizzi, Templeton, Johnston, & Bear,

2016). After completing this sort and assessing student knowledge, I will begin to differentiate

this group because they are divided. Sam and Steven are currently in need of more long vowel

practice than Caleb and Trevor. Sam and Steven will begin working on individual word sorts that

are geared towards the skills they need while Caleb and Trevor do the same thing. Because this is

a small group I believe this will be plausible for spelling instruction.

I believe that this group will operate on a slow pace because of the below grade level

operational skills that they have showcased. This group is made up of students who are not on

grade level. To be on level with pacing, these students would need to be operating at the late

Within Word level, at least. This group would benefit from intervention support if they are to

meet the end of year goal. For instruction and support in this group, I will have these students

participate in hands on activities, word sorts, push n says, and we will work more orally than any

other way. I will provide explicit modeling of all activities until the students show understanding.

I will also allow these students to work as pairs. I will make it a point to give each student in this

group one-on-one time with me multiple times throughout the week during group time. These are

all just a few ways that learning could be supplemented if these students are EL’s or struggling

readers.
ASSESSMENT ASSIGNMENT

Caleb.

I have identified Caleb as a late Letter Name student. Caleb identifies more with

the late Letter Name stage but almost shows mastery in an early Within Word spelling

feature. I have classified Caleb as a late Letter Name because when looking at his feature

guide (see Appendix B) you see that he showed mastery of beginning and final

consonants as well as short vowels. However, Caleb did not demonstrate mastery of

anything past short vowels. He was able to correctly identify and represent three out of

six of the diagraphs presented. Interestingly, though, Caleb scored a six out of seven for

diagraphs. After diagraphs, his knowledge of features drops drastically and do not exceed

two correct features in any given category. Because of this, even with the spike at blends,

I have classified Caleb as a late Letter Name spelling student because he is using but

confusing diagraphs and needs to increase his score by at least two for diagraphs. I would

not feel comfortable moving him along without providing instruction on diagraphs since

they are such an essential skill. Caleb shows little understanding of unaccented final

syllables- but this could also be contributed to a lucky guess- and no understanding of

harder suffixes or bases or roots.

With the information gathered from his spelling inventory, I estimate that Caleb

will be in the full alphabetic reading phase and operating in the late beginning/early

transitional reading stage.

Trevor B.

I have identified Trevor B. as an early Within Word student. Trevor shows

mastery in the early Within Word (WW) spelling feature of blends. However, he has not

shown mastery of the late Letter Name feature of diagraphs. Even with his mastery of
ASSESSMENT ASSIGNMENT

blends, his knowledge of features drops drastically after this feature and do not exceed

two correct features in any given category. Because of this, I have classified Trevor as an

early Within Word spelling student because he shows mastery in an early WW feature

but not in a late Letter Name features. He also shows absolutely no knowledge of long

vowels or anything past it. I would like to begin his instruction with diagraphs to bring

him to mastery. It is important that he demonstrates mastery of this skill. Caleb shows

little understanding of syllable junctures and unaccented final syllables- but this could

also be contributed to a lucky guess- and no understanding of long vowels, other vowels,

inflected endings, harder suffixes, or bases or roots.

With the information gathered from his spelling inventory, I estimate that Trevor

will be in the full alphabetic reading phase and operating in the late beginning/early

transitional reading stage.

Sam.

I have identified Sam as a middle Within Word student. Sam shows mastery, or

close to it, in the early Within Word (WW) and Letter Name spelling features. He missed

one in both diagraphs, a late Letter Name feature, and blends, an early Within Word

spelling feature. Even with his knowledge of these skills, his knowledge of features drops

drastically after blends and vary in any given category. Because of this, I have classified

Sam as an middle Within Word spelling student due to his mastery in an early WW

feature but his knowledge drops from there. The only long vowel feature that he shows

knowledge of is the CVCe feature. He also shows absolutely no knowledge of long

vowels that do not follow this pattern. I would like to begin his instruction with a skill

that he has already shown significant understanding of to build his confidence with word
ASSESSMENT ASSIGNMENT

patterns. Sam shows little understanding of long vowels, other vowels, inflected endings,

syllable junctures, unaccented final syllables, and harder suffixes. He shows no

understanding of bases or roots.

With the information gathered from his spelling inventory, I estimate that Sam

will be in the consolidated alphabetic reading phase and operating in the middle

transitional reading stage.

Steven.

I have identified Steven as a middle Within Word student. Steven is the highest

performing student in this group. He shows mastery in the early Within Word (WW) and

Letter Name spelling features. Even with his knowledge of these skills, his knowledge of

features drops drastically after blends and vary in any given category. His drastic drop is

cause for concern. He goes from performing at a mastery level in blends to close to no

knowledge of long vowels. You can see a breakdown of his scores on the Composite

Class form (Appendix A). Because of this, I have classified Steven as an middle Within

Word spelling student due to his mastery in an early WW feature but his knowledge

drops from there. There is no one long vowel feature that Steven shows mastery of. I

would like to begin his instruction with a skill that he has already shown significant

understanding of to build his confidence with word patterns. Sam shows little

understanding of long vowels, other vowels, inflected endings, syllable junctures,

unaccented final syllables, harder suffixes, and bases or roots.

With the information gathered from his spelling inventory, I estimate that Sam

will be in the consolidated alphabetic reading phase and operating in the middle

transitional reading stage.

ASSESSMENT ASSIGNMENT

Group Two

Group two is made of five students. These students are: Bridget, Anna, Kaylee, Molly,

and Brian. These students can be identified on the Classroom Composite form (see Appendix A)

as the names written in blue. The students in this group fall within the late Within Word stage.

This group was put together because these student exhibit mastery of the same skills and show

need for instruction on the same skill. All five students in this group have shown mastery of

beginning and final consonants, short vowels, diagraphs, blends, and long vowels.

To begin instruction with this group I would use the More Dipthongs sort found in

Appendix D of Words their Way (Bear, Invernizzi, Templeton, Johnston, & Bear, 2016). I am

choosing this sort because it is based on the ow dipthong. This is one that each student showed

knowledge of. By starting here, I will be able to build their confidence.

I believe that this group will operate on an average pace because they have showcased

knowledge that places them on grade level. This group is made up entirely of students who are

on grade level. This group will not need any additional intervention if they are to meet the end of

year goal. Working in a small group setting such as this should be enough to keep them on level.

However, if one student begins to exhibit signs of struggle or begins falling behind,

implementation of additional intervention would be beneficial.

Bridget.

I have identified Bridget as a late Within Word student. Bridget shows mastery, or

close to it (one off of mastery), in the early and middle Within Word spelling features as

well as all Letter Name spelling features. I have identified her instructional need as other

vowels. She shows knowledge of features past this but this is her first area of struggle as

documented on her inventory. You can see a breakdown of her scores on the Composite
ASSESSMENT ASSIGNMENT

Class form (Appendix A). I have classified Bridget as a late Within Word spelling

student due to her mastery in the early and middle Within Word features but she begins

to struggle from there. I would like to begin her instruction with other vowels because she

shows a basis of knowledge which will mean that there will be a level of confidence

already there. Bridget shows little understanding of inflected endings, syllable junctures,

and unaccented final syllables. She shows no knowledge of harder suffixes, and bases or

roots.

With the information gathered from his spelling inventory, I estimate that Bridget

will be in the consolidated reading phase and operating in the late transitional reading

stage.

Anna.

I have identified Anna as a late Within Word student. Anna shows mastery, or

close to it (one off of mastery), in the early and middle Within Word spelling features as

well as all Letter Name spelling features. I have identified her instructional need as other

vowels. She shows little knowledge of features past this but this is her first area of

struggle as documented on her inventory. You can see a breakdown of her scores on the

Composite Class form (Appendix A). I have classified Anna as a late Within Word

spelling student due to her mastery in the early and middle Within Word features but she

begins to struggle from there. After other vowels, we see that Anna begins to struggle

significantly. I would like to begin her instruction with other vowels because she shows a

basis of knowledge which will mean that there will be a level of confidence already there.

Anna shows little understanding of inflected endings, syllable junctures, unaccented final

syllables, and harder suffixes. She shows no knowledge of bases or roots.

ASSESSMENT ASSIGNMENT

With the information gathered from his spelling inventory, I estimate that Anna

will be in the consolidated reading phase and operating in the late transitional reading

stage.

Kaylee.

I have identified Kaylee as a late Within Word student. Kaylee shows mastery, or

close to it (one off of mastery), in the early and middle Within Word spelling features as

well as all Letter Name spelling features. I have identified her instructional need as other

vowels. She shows knowledge of features past this but this is her first area of struggle as

documented on her inventory. You can see a breakdown of her scores on the Composite

Class form (Appendix A). I have classified Kaylee as a late Within Word spelling student

due to her mastery in the early and middle Within Word features but she begins to

struggle from there. After other vowels, we see that Kaylee shows beginning

understanding of subsequent spelling features. I would like to begin her instruction with

other vowels because she shows a basis of knowledge which will mean that there will be

a level of confidence already there. Kaylee shows little understanding of inflected

endings, syllable junctures, unaccented final syllables, and harder suffixes. She shows no

knowledge of bases or roots.

With the information gathered from his spelling inventory, I estimate that Kaylee

will be in the consolidated reading phase and operating in the late transitional reading

stage.

Molly.

I have identified Molly as a late Within Word student. Molly shows mastery, or

close to it (one off of mastery), in the early and middle Within Word spelling features as
ASSESSMENT ASSIGNMENT

well as all Letter Name spelling features. I have identified her instructional need as other

vowels. She shows knowledge of features past this but this is her first area of struggle as

documented on her inventory. You can see a breakdown of her scores on the Composite

Class form (Appendix A). I have classified Molly as a late Within Word spelling student

due to her mastery in the early and middle Within Word features but she begins to

struggle from there. After other vowels, we see that Molly shows beginning

understanding of subsequent spelling features. I would like to begin her instruction with

other vowels because she shows a basis of knowledge which will mean that there will be

a level of confidence already there. Molly shows some understanding of inflected

endings, syllable junctures, unaccented final syllables, and harder suffixes. She shows

little knowledge of bases or roots.

With the information gathered from his spelling inventory, I estimate that Molly

will be in the consolidated reading phase and operating in the late transitional reading

stage. However, I believe that she may be a student who could potentially move up to the

next group with solid instruction based on the knowledge that she has shown on her

spelling inventory.

Brian.

I have identified Brian as a late Within Word student. Brian shows mastery, or

close to it (one off of mastery), in the early and middle Within Word spelling features as

well as all Letter Name spelling features. I have identified his instructional need as other

vowels. He shows knowledge of features past this but this is his first area of struggle as

documented on his inventory. You can see a breakdown of his scores on the Composite

Class form (Appendix A). I have classified Brian as a late Within Word spelling student
ASSESSMENT ASSIGNMENT

due to his mastery in the early and middle Within Word features but he begins to struggle

from there. After other vowels, we see that Brian shows beginning understanding of

subsequent spelling features. I would like to begin his instruction with other vowels

because he shows a basis of knowledge which will mean that there will be a level of

confidence already there. Brian shows some understanding of inflected endings,

unaccented final syllables, and harder suffixes. He shows little knowledge of bases or

roots. Interestingly enough, Brian shows mastery of the Syllable Juncture spelling

feature- but this is not enough for me to justify a move to a higher group at this time.

With the information gathered from his spelling inventory, I estimate that Brian

will be in the consolidated reading phase and operating in the late transitional reading

stage. However, I believe that he may be a student who could potentially move up to the

next group with solid instruction based on the knowledge that he has shown on his

spelling inventory.

Group Three

Group three is made of five students. These students are: Lexi, Lindsay, Dana, Natalie,

and Ben. These students can be identified on the Classroom Composite form (see Appendix A)

as the names written in green. This group is a group that displays skills far beyond what any of

the previous students have shown. The students in this group fall, for the most part, within the

late Syllables and Affixes and early Derivational Relations stage. This group was put together

because these student exhibit mastery of the same skills and show need for instruction on the

same skill. All five students in this group have shown mastery of beginning and final consonants,

short vowels, diagraphs, blends, long vowels, other vowels, inflected endings, and syllable

junctures.
ASSESSMENT ASSIGNMENT

There are two outliers within this group. One is Lindsay, who falls within the late Within

Word stage. I moved her to this group because she showed 100% mastery is every skill up to

other vowels. She then went on to show 100% mastery with the inflected ending feature and a

four out of five on the syllable juncture feature. This put her on pace with the other four group

members. Based on her inventory, she exhibits spelling knowledge that would benefit more from

a more challenging curriculum than one that is performing at a level that she has obviously

surpassed. For all intents and purposes, I am basically overlooking her five out of seven on other

vowels when making this decision. The other outlier is Ben. He is classified as an early

Derivational Relations student. I pulled him down into group three based on his consistent scores

of one under mastery for every spelling feature from other vowels to unaccented final syllables. I

also looked at his score of two out of five for the harder suffixes feature. This is lower than the

students in group four scored. I also compared his feature to the other students in this group and

saw that he was missing the same features as they were. For instance, they all missed the -ar

under unaccented final syllables and the -ure in harder suffixes. These error patterns that I saw

pointed me to this decision. I believe that he will gain more from this group because they are all

making the same mistakes and all show understanding of the same features that he does.

To begin instruction with this group I would use the er, ar, or sort found in Appendix D

of Words their Way (Bear, Invernizzi, Templeton, Johnston, & Bear, 2016) that contains words

like burglar and tractor. I am choosing this sort because each student in this group missed the –ar

final syllable on their inventories by spelling using –er instead. This shows me that they are

using but confusing these two endings. By starting here, I will be able to build their confidence

while also working on a skill that they all showed need for.
ASSESSMENT ASSIGNMENT

I believe that this group will operate on an average-fast pace. I say this because while

they are advanced students, I think that they still have a lot to perfect in their spelling skills. I

would like to work with this group on skills that they have shown close to mastery on as well as

new skills because I think that they would benefit from them. It is safe to do this because they

won’t fall behind because they are already ahead. This group is made up entirely of students who

are above grade level based on their spelling inventories. This group will not need any additional

intervention if they are to meet the end of year goal because they have already shown evidence

of the necessary ending skill level. Working in a small group setting such as this should be

enough to keep them on/above level. We can also use this time for enrichment activities that

work with “on-level” skills. However, if one student begins to exhibit signs of struggle or begins

falling behind, it may be beneficial to move them to another group.

Lindsay.

I have identified Lindsay as a late Within Word student. Lindsay shows mastery

in the early and middle Within Word spelling features as well as all Letter Name spelling

features. I have identified her instructional need as other vowels. However, she has

shown that she has moved beyond this skill without mastery, meaning that she will not

need intensive instruction on other vowels. She shows strong knowledge of features past

this but this is her first area of struggle as documented on her inventory. You can see a

breakdown of her scores on the Composite Class form (Appendix A). I have classified

Lindsay as a late Within Word spelling student due to her mastery in the early and middle

Within Word features but placed her in a higher leveled group because of her

achievement in subsequent spelling features. Lindsay shows a high level of understanding

ASSESSMENT ASSIGNMENT

of inflected endings, syllable juncture, and unaccented final syllables. She shows little

knowledge of harder suffixes. Lindsay shows no understanding of bases or roots.

With the information gathered from his spelling inventory, I estimate that Lindsay

will be in the consolidated reading phase and operating in the early intermediate reading

stage. However, because she is a student who has been moved into a group with students

not in the same spelling stage, I will be watching her closely to see if it is truly productive

to have her in this group.

Dana.

I have identified Dana as a late Syllables and Affixes student. Dana shows

mastery in the early and middle Within Word spelling features as well as all Letter Name

spelling features. She has not shown 100% mastery on other vowels or inflected endings

but she has shown adequate understanding. I have identified her instructional need as

unaccented final syllables. This is her first real area of struggle as documented on her

inventory. You can see a breakdown of her scores on the Composite Class form

(Appendix A). I have classified Dana as a late Syllables and Affixes spelling student due

to her mastery in the early and middle Within Word features and her display of feature

knowledge up to the unaccented final syllable feature. Dana shows a high level of

understanding of other vowels, inflected endings, and syllable juncture. She shows little

knowledge of harder suffixes and bases or roots.

With the information gathered from his spelling inventory, I estimate that Lindsay

will be in the consolidated reading phase and operating in the intermediate to advanced

reading stage.

Natalie.
ASSESSMENT ASSIGNMENT

I have identified Natalie as a late Syllables and Affixes student. Natalie shows

mastery in the early and middle Within Word spelling features as well as all Letter Name

spelling features as well as a strong knowledge of early to middle syllables and affixes. I

have identified her instructional need as unaccented final syllables. This is her first real

area of struggle as documented on her inventory. You can see a breakdown of her scores

on the Composite Class form (Appendix A). I have classified Natalie as a late Syllables

and Affixes spelling student due to her mastery in the early and middle Within Word

features and her strong display of feature knowledge up to the unaccented final syllable

feature. Natalie shows a high level of understanding of other vowels, inflected endings,

and syllable juncture. She shows some knowledge of harder suffixes and bases or roots.

With the information gathered from her spelling inventory, I estimate that Lindsay

will be in the consolidated reading phase and operating in the intermediate to advanced

reading stage. She is a student that I would be watching to see if she would benefit from

being moved to work with higher level material.

Ben.

I have identified Ben as an early Derivational Relations student. Ben shows

mastery in all Letter name spelling features, the early and middle Within Word spelling

features, and a strong knowledge of all Syllabled and Affixes. I have identified his

instructional need as harder suffixes. This is his first real area of struggle as documented

on his inventory. However, his instruction will begin with unaccented final syllables due

to his drop from four out of five to two out of five. You can see a breakdown of his

scores on the Composite Class form (Appendix A). I have classified Ben as an early

Derivational Relations spelling student due to his mastery in all spelling features up to
ASSESSMENT ASSIGNMENT

Syllables and Affixes, and his strong display of feature knowledge up to the harder

suffixes feature. Ben shows a high level of understanding of other vowels, inflected

endings, syllable juncture, and unaccented final syllables. He shows little knowledge of

bases or roots.

With the information gathered from his spelling inventory, I estimate that Ben

will be in the automatic reading phase and operating in the intermediate to advanced

reading stage.

Group Four

Group three is made of four students. These students are: Trevor H., Callie, Edwin, and

Miguel. These students can be identified on the Classroom Composite form (see Appendix A) as

the names written in orange. This group is a group that displays skills ahead of what the previous

students have shown. The students in this group fall, within the early to middle Derivational

Relations stage. This group was put together because these student exhibit mastery of the same

skills and show need for instruction on the same skill. All four students in this group have shown

mastery of beginning and final consonants, short vowels, diagraphs, blends, long vowels, other

vowels, inflected endings, syllable junctures, and unaccented final syllables.

To begin instruction with this group I would start at the beginning of Derivational

Relations sorts. I would use the Adding –ion sort found in Appendix D of Words their Way

(Bear, Invernizzi, Templeton, Johnston, & Bear, 2016) I am choosing this sort because each

student in this group struggles with harder suffixes. I need to do some more investigation to find

the exact point where these students become lost/confused. By starting with basic sorts, I will be

able to observe the students interacting with these features, monitor for confusion, and build

confidence.
ASSESSMENT ASSIGNMENT

I believe that this group will operate on an fast pace. I say this because they are advanced

students. Once we are able to find exactly where each student is struggling, the instruction will

go much smoother. I would also like to work with this group on skills that they have shown close

to mastery on as well as new skills because I think that they would benefit from them. It is safe

to do this because they won’t fall behind because they are already ahead. This group is made up

entirely of students who are above grade level based on their spelling inventories. This group

will not need any additional intervention if they are to meet the end of year goal because they

have already shown evidence of the necessary ending skill level. Working in a small group

setting such as this should be enough to keep them above level. Because this is the highest

performing group, the time can be used for enrichment activities that work with “on-level” skills.

This group can also turn into “tutors” for lower students. We could use group time to “train” for

tutoring. Having these students act in this way could be an invaluable resource for our classroom.

However, if one student begins to exhibit signs of struggle or begins falling behind, it may be

beneficial to move them to another group.

Trevor H.

I have identified Trevor H. as an early Derivational Relations student. Trevor

shows mastery in all Letter name spelling features, the early and middle Within Word

spelling features, and Syllabled and Affixes spelling features. I have identified his

instructional need as harder suffixes. This is his first real area of struggle as documented

on his inventory. You can see a breakdown of his scores on the Composite Class form

(Appendix A). I have classified Trevor as an early Derivational Relations spelling student

due to his mastery in all spelling features up to Derivational Relations. Trevor shows

little knowledge of bases or roots.

ASSESSMENT ASSIGNMENT

With the information gathered from his spelling inventory, I estimate that Trevor

will be in the automatic reading phase and operating in the intermediate to advanced

reading stage.

Callie.

I have identified Callie as an early Derivational Relations student. Callie shows

mastery in all Letter name spelling features, the early and middle Within Word spelling

features, and a strong knowledge of all Syllabled and Affixes. I have identified her

instructional need as harder suffixes. This is her first real area of struggle as documented

on her inventory. You can see a breakdown of her scores on the Composite Class form

(Appendix A). I have classified Callie as an early Derivational Relations spelling student

due to her mastery in all spelling features up to Derivational Relations. Callie shows

strong understanding of inflected endings, syllable juncture, and unaccented final

syllables. She shows some knowledge of bases or roots.

With the information gathered from her spelling inventory, I estimate that Callie

will be in the automatic reading phase and operating in the intermediate to advanced

reading stage.

Edwin.

I have identified Edwin as a middle Derivational Relations student. Edwin shows

mastery in all Letter name spelling features, the early and middle Within Word spelling

features, and early to middle Syllabled and Affixes spelling features. I have identified his

instructional need as bases or roots. This is his first real area of struggle as documented

on his inventory. You can see a breakdown of his scores on the Composite Class form

(Appendix A). I have classified Edwin as a middle Derivational Relations spelling

ASSESSMENT ASSIGNMENT

student due to his mastery in all spelling features up through late Syllables and Affixes.

Trevor shows strong understanding of unaccented final syllables and harder suffixes. He

has a beginning understanding of bases or roots.

With the information gathered from his spelling inventory, I estimate that Edwin

will be in the automatic reading phase and operating in the intermediate to advanced

reading stage.

Miguel.

I would say that Miguel is the highest performing student in the class. I have

identified Edwin as an early Derivational Relations student, but he shows a strong

understanding of every spelling feature on this inventory. Edwin shows mastery in all

Letter name spelling features, the early and middle Within Word spelling features, and

Syllabled and Affixes spelling features. I have identified his instructional need as harder

suffixes. This is his first real area of struggle as documented on his inventory. You can

see a breakdown of his scores on the Composite Class form (Appendix A). I have

classified Miguel as an early Derivational Relations spelling student due to his mastery in

all spelling features up through late Syllables and Affixes. Edwin shows strong

understanding of inflected endings. He has some understanding of bases or roots. He is

also the student who spelled the most words correctly on this inventory. He correctly

spelled 22/25 words.

With the information gathered from his spelling inventory, I estimate that Miguel

will be in the automatic reading phase and operating in the intermediate to advanced

reading stage.
ASSESSMENT ASSIGNMENT

References

Bear, D. R., Invernizzi, M., Templeton, S., Johnston, F. R., & Bear, D. R. (2016). Words their

way word study for phonics, vocabulary, and spelling instruction. Boston, MA: Pearson.
ASSESSMENT ASSIGNMENT

Appendix A
ASSESSMENT ASSIGNMENT

Appendix B