Spelling Inventory Part 1

Ben Coffey
University of Kansas
C&T 743
 Spelling Inventory Part 1

Annie is a fourth grade student. The Elementary Spelling Inventory was selected

for her based on her grade level and reading level.

Her spelling stage has been assessed as being at the within word stage level

because she began missing more than one word at this level. She missed two words

containing other vowels. Annie missed the words serving and chewed in this

category. She spelled them as surving and chooed, respectively. Annie also missed

two words containing inflected endings. She misspelled chewed and carries in this

category. She spelled them chooed and carryis, respectively.

Since Annies first misspelled word included an r-controled vowel, instruction

will focus primarily on the ir, -er, and ur patterns, which are often confused. Next,

interventions will include words that have the long u sound because Annie confused

-oo with ew.

After Annie has had tutoring on other vowel sounds, she will need instruction

on inflected endings. She only added a -d to the end of the word chewed instead of an

-ed. She will also need practice with changing y to i and adding -es. She included

the y in the word carries (carryis).

Instruction would begin with Word Sort 43: Other Long u. on page 357. This list

focuses on the error Annie made on her spelling inventory: -ew/-oo. It should help her

identify the differences between the words that contain the sounds ew and oo. The

words on this list include the following: gloom, bloom, roost, smooth, scoop, school,

mood, pool, new, grew, crew, flew, blew, stew, dew, knew, who, to, too, and two (Bear,

Marcia, Templeton, and Johnston (2016) p. 357).

 An open sort may be the best choice for her, so she can see the word patterns;

however a blind sort might be necessary because she will have to distinguish these same

words during a spelling test. The ir, -er, and ur words are a subsequent concern and

will require word lists 38 (-er), 40 (-ir), and 44(-ur).

Annie would benefit from the following activities as well. First, she enjoys

games, so word hunts and dictionary scavenger hunts would be effective and

motivational. A small prize could be offered to her for finding all of the words on the

word list. She could search for the words in her homework, daily readings, and around

the school.

Similarly, she would enjoy a dictionary scavenger hunt, where she would have to

search for certain words and their definitions. This activity would help her become

familiar with the ew/-oo words. Finally, board games, such as the spelling game

would be helpful. Annie would need to play with other students, who are studying the

same skills, but such activities would provide both entertainment and intervention.

Overall, Annie is spelling at about grade level. She will need practice with

refining her skills in the within word stage.