For my spelling inventory, I chose to administer the Elementary Spelling Inventory (ESI).

There were a few reasons that this was my inventory selection. First, when I looked over the
ESI, I noticed that there were a few features that we spent time teaching during word study
this year in second grade, such as adding inflected endings, syllable junctures, and the suffix
-tion. Second, I thought it would be interesting to see how high the student I selected could
go into the more advanced words. It is always to have the more thorough data to inform
instruction and his affect allowed for him to attempt the harder words from this inventory
without struggle or stress.
After analyzing the data from the Elementary Spelling Inventory, I was really impressed
how clear the information was and how apparent my students spelling stage became. Jad
was able to breeze through all of the features in the Emergent and Letter Name Alphabetic
Stage, however he began to use but confuse on the Other Vowels category in the Middle to
Late Within Word Stage. To demonstrate this, he spelt chewed as chude and shower as shire.
He then was unable to use any of the inflected endings, showing that he was not yet at the
Late Within Word Stage because he was not even attempting to use the ed ending in either
chewed or marched, which he spelt chude and march. However, Jad correctly uses common
long vowel patterns with no errors and all of the features from the Early Within Word Stage
such as consonant blends and digraphs, as well as short vowels in CVC words. So, for the
purposes of this assessment, I would say the he is at the Middle Within Word Stage.
I would begin instruction with Jad with the dipthongs ow and the other long vowel ew
pattern, along with other ambiguous vowels under the Middle Within Word Stage. I chose
this starting point, because Jad was very solid in his spelling of r-influence vowels such as er,
ar, and or. However, he was unable to spell words with any other vowels besides oi. I believe
instruction in this area would be very helpful towards moving him into the Late Within Word
Stage.
For my instructional activities, I would use the Words Their Way Words in Action Sort
31 from the Level B Set, which I had saved on my hard drive from a previous school that I
worked in. This sort is a sort between the dipthongs ou (like in the word sound) and ow (like
in the word brown). For the ou words the sort contains: pound, south, mouth ground, couch,
tough, count, shout, cloud, scout, found, rough. For the ow words the sort includes: clown,
town, frown, howl, owl, grown, gown, crown, growl, plow, and drown. This sort is similar to
Sort 52 More Dipthongs on Page 323 of the WTW 4th Edition text.
For my second activity, I would use the accompanying game for Sort 31 from the same
Words Their Way Words in Action Level B set called One Card! In this game, there are
48 playing cards with various words including the dipthongs ou (from the word sound), ow
(from the word brown), and the digraphs aw (from the word saw) and au (from the word
pause). Each player takes 5 cards and leaves the rest in the deck. The first card in the deck is
turned over. The player that goes first must match the same spelling pattern as the card on the
top of the deck to make a pair. If they do not have a matching card, they can use a skip card
to miss the turn, use a draw 2 card to acquire additional cards, or a wild card to change the
spelling pattern. If they have none of these cards, they must take a card from the bottom of
the deck. The players all attempt to end up with no cards in their possession. This game is
similar to the Declare Your Category! 6-13 activity on page 197 of the WTW 4th Edition text.