Jennifer Yates Professor Rich ELD 307 March 11, 2014 Spelling Inventory The purpose of the Spelling

Inventory is to asses where the student is having problems with their spelling in order to help them overcome the issues and grow to become a better speller. The child that I assessed is named Joel. He is a third grader in Miss Belmontes class at Wicoff Elementary School in West Windsor-Plainsboro, NJ. Joel is one of the lower students, spelling wise, in Miss Belmontes class. He had a lot of problems with spelling words, out of the list of twenty five words he spelled 10 correct. The method that I used to assess his spelling was to have him out in the hall with me, I read him the word, and sentence and told him he could ask me to repeat a word or sentence if he needed it. Upon assessing Joels spelling I found that the first word he had troubles spelling was float, he spelled it flot. This shows me that he needs help with long vowels. When he was spelling the word I noticed that he paused before adding the t at the end of the word. When he paused he looked like he was going to add another letter. This shows me that Joel does have an understanding of digraphs, but he overthought how to spell the word. I also noticed that he did not add a second p in shopping signaling that he also needs help with inflected endings. When I gave him the word he had me repeat it a second time and then said the word to himself. He tried to sound it out, but struggled with adding the second p. There were some words that he was very close to spelling correctly, while other he was very far from. When asked to spell bottle, he

spelled it btele, and when asked to spell chewed he spelled it chode. It seemed that when it came to those words he did not try to sound it out and went with whatever he could think of. Whereas he spelled spoil spol, only missing one letter, and civilize he spelled silivize. I noticed that he did not have any problems with consonants (initial or final), short vowels, or blends. Though Joel had misspelled one word for digraphs and one word for long vowels, it looks like the place where his spelling troubles really begin is with inflected endings. By teaching Joel a better understanding of inflected endings it will help him when he is learning syllable junctures and anything that comes after that. I will teach inflected endings first because that will help him improve as a speller in ways that are necessary. Therefore, I will begin by teaching him inflected endings, and then move onto syllable junctures, unaccented final syllables, harder suffixes, and then bases or roots. I will use the On-the-Back activity to work on inflected endings with Joel. I will start with the easy ending activity, to show him was to do and then once he grasps what is needed I will move on to the harder ending activity.

Individualized Lesson Plan: Subject/Topic: Inflected Endings Rationale: To teach the student inflected endings so they will be able understand how to correctly spell words that have inflected endings. Standards: Literacy.RF.3.3 Know and apply grade-level phonics in decoding words. Objective: The student will be able to successfully spell words that include inflected endings. Materials: Chart paper, markers, skip-a-line paper, and a pencil Procedures: Engagement/ Anticipatory Set: Ask the student if he knows how to add an ending to a word, so that you can use it in different areas of a sentence. Mentor: Teach and Model: On the chart paper write five words that can have inflected endings, such as shop, serve, carry, chew and march. Then go through the words and on the bottom of the chart paper add the different inflected endings; s, ing, ed, ly, and er/est. This shows the student how shop can be changed to shops, shopping, shopped, or shopper, but stopping to explain that it cannot by shoply, asking the student why he thinks that does not work.

Guided Practice: The student will be given five words that have the same inflected endings such as girl, boy, friend, brother and sister. Ask the student to add the inflected endings to these words on their skip-a-line paper. Work with the student to figure out which inflected endings can be added. Independent Application: Ask the student to go back to his seat and look over his writers notebook and find the inflected endings that he has used, and ask him to identify if he has spelled them correctly. Closure: Ask the student if he has a better understanding of inflected endings and if he understands how to spell them. Assessment: Once they grasped the basic understanding from the guided practice they will be given the harder ending activity, where they will be given five words, and five sentences. There will be a blank where the word should and the student will have to fill in the word with the correct inflected ending, and the word should be spelled correctly.