In my assessment I used the Elementary Spelling Inventory (ESI).

The purpose of this spelling inventory assessment is to assess the word knowledge elementary students have to bring to the tasks of reading and spelling. There are 25 words that are specifically ordered by difficulty for grades as early as first and up until fifth grade. When I first familiarized myself with the words, I thought that it was going to be exceptionally easy for the student to complete the first 20 words. However, when youre a teacher, you cannot assume these things. Just because it looks easy to me, does not mean that the students will think that way as well. There are many different things that the spelling inventory assesses, including consonants, vowels, digraphs, blends, inflected endings, syllables, suffixes, bases, and roots. XYZ is a third grader and has been classified as an average spelle r, whos improved greatly since the beginning of the year. Miss ABC insisted that I worked with her to see how she picks up on different features of words. When I pulled XYZ over to the empty back table, I handed her my notebook that was numbered 1-25. I explained to her the directions of the assessment and then begun. XYZ did a perfect job with the first 9 words, spelling them without error. This helps show me that she has no problems with initial and final consonants, short vowels, digraphs, blends, and long vowels. Once we got to number 10, shopping, I watched her forget the second P. This shows me that XYZ may have a problem understanding syllable junctures. Syllable junctures are words with double consonants, like shopping or silly. The help with this issue, I could use a worksheet or make a chart with the students in class together and hang it up.

After that word, XYZ was fine with numbers 11-19. Once she got to number 20, Cellar, she spelt it as Cealler. With this word, she understood that there was a syllable juncture, but she added an a and used er rather than ar. This shows me that XYZ had an issue with the unaccented final syllable. For this issue, I could have the children cut out words with unaccented final syllables and have them put them into their specific ending categories. XYZs next word, pleasure was spelled wrong as pleasue, which I believe was an issue on my pronunciation of the word. XYZ spelled the next word, fortunate, correctly, which really impressed me. The rest of the words she spelt wrong, such as confitdendnt(confident), sivilize (civilize), and opiozision (opposition). This helps show me that XYZ has trouble with her harder suffixes and bases/roots. I would try to plan an activity for XYZ to do so that she can visualize the words and gain a better understanding of how some words are broken up between prefix, suffix, and roots. The methodology I used for this assessment was mainly observation. I was speaking to XYZ and orally giving her the word to spell. I would say the word, use it in a sentence, and then say the word again to make sure that the students knew the word I wanted them to spell. When I first said the word, XYZ was quick to write it down and usually finished before I got halfway through the sentence. These words were not one that XYZ had studied before; therefore the assessment really tested her prior knowledge of sounding out words in her head. I discovered so many different things from doing this type of spelling inventory assessment that I was happy to find. XYZ showed me that even though she

sometimes has a hard time writing more difficult words out on paper, she actually does understand most of the concepts of spelling. After gathering all of this different information on XYZ, I decided that I could use these discoveries to inform instruction for her in the classroom. I definitely would want to have her do more advanced spelling activities, while still practicing beginner spelling stage features. She needs practice with writing words and understanding each part of that specific word. Children normally rely on their teacher for help with words that they find difficult, but they should be taught to use different strategies to spell the words independently. I would really like to pull XYZ to the back table again and work on some of these issues shes having with prefix, suffix, and roots in her spelling.

Subject/Topic- Spelling development of prefix, suffix, and roots (3rd grade) Rationale My reasoning behind this lesson is to teach XYZ how to sort through her thought process on her own before writing a word with a prefix, suffix, and root. It is important that children think things through and organize their thoughts because otherwise they will not make sense of the word that they are trying to spell.

Standards L.3.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words.

Objectives SWBAT identify the difference between the prefix, suffix, and roots and form words using these word features.

Materials 3-section paper plate Sheet of words Scissor Pencil Paper/ Notebook

Procedures Engagement/Anticipatory Set I will begin by telling all of the students that we are going to continue working on our spelling words today. Once the other students are settled, I will pull XYZ over to the empty back table. I will pull out a sheet of paper that has a bunch of word pieces lined up in dotted-line boxes. I will hand XYZ a pair of scissors and ask her to cut each one out using the dotted lines. Once these are all cut out, I will ask her about what she thinks about the word bits- trying to engage her prior knowledge of prefixes, suffixes, and roots. We will go over the meaning of them together, if needed. What is a prefix, what part of the word is it, do you see any in the pile of words parts you have? I will do this for all three word parts, prefix, suffix, and roots. Mentor

Take out the 3-section paper plate. Ask XYZ to read the words in each plate section, prefix, suffix, and roots. Have her re-explain each part and then go into the activity. I will first show her a quick demonstration of how to do it... So if you pick up this word part, look at it, think about which part of the word it is and then put it in the section... etc. I will also ask, How do you know it goes there? What do you already know.. etc, in order to get her into the habit of having this thought process through practicing it. Guided Practice I will monitor XYZ as she completes her piles of word parts, helping when needed. Once she starts getting the hang of it, I will ask her to use the blank piece of paper or her writing notebook to start forming words. When she finds words, ask her to write them out. I will keep an eye on her work and see what kind of thought process she uses with moving the word pieces around. If she starts getting off track and doesnt understand, I will be there to help redirect her into the right direction, while taking note that she still doesnt understand.

Closure End the lesson by stopping when she has taken all of the word pieces and made them into whole words, while writing them down. We will discuss the words that she created together. This way, she can explain why she thought what she did and I will get a better insight of her thought process.

Assessment Assessments made through observation during the first discussion about XYZs understanding of prefix, suffix, and roots. Formative assessments made throughout while monitoring her independent thinking about the word pieces. She will be assessed on whether or not she can successfully choose if the word goes into the prefix, suffix, or root section. Assessments of the completed words will be based on the same standards.

This is what the activity will look like.

This is what my assessment with XYZ looked like.