I use the paper below to check over each child's paper. The check marks mean they got that part of the word correct. Once they miss two or more in one column, that means that is the spelling patterns they need help with. It begins with initial and final consonants sounds, goes to short and long vowels, digraphs (sh, wh, ch), blends (mp, fl, tr, etc.) and then on to inflected endings, syllable junctures, and finally suffixes and bases or roots. This paper gives me so much information about what students know and what would be best to focus on. If your child's weekly words seem easy, it may mean he/she is memorizing the words instead of understanding the spelling pattern. Your child needs to be able to transfer their knowledge of spelling patterns to their written work, not just on weekly tests. This inventory shows me what patterns your child has internalized and which ones are still a struggle.
Students are then grouped with other students who are weak in the same spelling patterns.
Did you ever wonder how your child was placed in a group for word study (spelling)? Today, students took their spelling inventory. They take this every 8 weeks to show me what spelling patterns they may need help with and which ones they have already mastered. The words start out easy with the word "bed" and get more difficult by ending with the word "opposition." Students know to just do their best and I also warn them not to give up on a word because it sounds difficult. They get points for getting chunks of the words correct. For example, if they spell the word "float" as "flote" they would still get credit for the "fl" and the "t," but it shows me that they may need help with long vowel spelling patterns.
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Mrs. Ellis's Class
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