Looking at the completed feature guide for Aubrey, how many feature points out of 5 did she get for unaccented final syllables?

Directions:

Part 1 – Below you will find links to the Elementary Spelling Inventories (i.e. spelling tests) of two third grade students, as well as a link to a blank feature guide that you will use to analyze the results. Following the procedures found in Chapter 2 and Appendix A of the Words Their Way textbook, complete a feature guide for each student.

Elementary Spelling Inventory – Jaxson Download Elementary Spelling Inventory – Jaxson
Elementary Spelling Inventory – Aubrey Download Elementary Spelling Inventory – Aubrey
Elementary Spelling Inventory – Blank Feature Guide Download Elementary Spelling Inventory – Blank Feature Guide(to copy and complete by hand) – update to 7th Edition p. 381
Elementary Spelling Inventory – Blank Feature Guide Download Elementary Spelling Inventory – Blank Feature Guide(Word doc)

Part 2 – Use Chapters 1 & 2 of Words Their Way and the completed feature guides to answer the following questions.
There are 36 questions. Questions 1 – 6 are based on Words Their Way, chapter 2. For the remaining questions, you will be drawing upon the completed feature guides for Aubrey & Jaxson (see Part 1, above). NOTE: You do not have to turn in the feature guides. You are using them to answer the questions.

Question 1

Spelling inventories should be administered once a week or once every other week.
Group of answer choices

True

False

Question 2

A student who spells more than 20 words correctly on the Primary Spelling Inventory should be administered the Elementary Spelling Inventory.
Group of answer choices

True

False

Question 3

Before administering a developmental spelling inventory, you should prepare students by telling them the purpose of the assessment.

Group of answer choices

True

False

Question 4

When administering a developmental spelling inventory, you should draw out sounds and/or break words into syllables for students when you pronounce the words.
Group of answer choices

True

False

Question 5

You should always stop the spelling inventory after a student misses five words.
Group of answer choices

True

False

Question 6

You can estimate a student’s developmental spelling stage based on the number of words they spelled correctly.
Group of answer choices

True

False

Question 7

Looking at the completed feature guide for Aubrey, how many feature points out of 7 did she get for beginning and final consonants?

Question 8

Looking at the completed feature guide for Aubrey, how many feature points out of 5 did she get for short vowels?

Question 9

Looking at the completed feature guide for Aubrey, how many feature points out of 6 did she get for digraphs?

Question 10

Looking at the completed feature guide for Aubrey, how many feature points out of 7 did she get for blends?

Question 11

Looking at the completed feature guide for Aubrey, how many feature points out of 5 did she get for long vowels?

Question 12

Looking at the completed feature guide for Aubrey, how many feature points out of 7 did she get for other vowels?

Question 13

Looking at the completed feature guide for Aubrey, how many feature points out of 5 did she get for inflected endings?

Question 14

Looking at the completed feature guide for Aubrey, how many feature points out of 5 did she get for syllable junctures?

Question 15

Looking at the completed feature guide for Aubrey, how many feature points out of 5 did she get for unaccented final syllables?

Question 16

Looking at the completed feature guide for Aubrey, how many feature points out of 5did she get for harder suffixes?

Question 17

Looking at the completed feature guide for Aubrey, how many feature points out of 5 did she get for bases or roots?

Question 18

Looking at the completed feature guide for Aubrey, how many words did she spell correctly?

Question 19

Within which developmental spelling stage would you start instruction for Aubrey?

(Hint: You must specify early, middle, or late AND correctly name the stage to get credit for this.)

Question 20

Support your conclusion of Aubrey’s spelling stage in the previous question by explaining at least two different methods you used to determine the spelling stage.

(HINT: I will be looking to see that you can identify two different methods -1 point – and that you can accurately explain how you applied each method to Aubrey’s developmental spelling assessment – 1 point per explanation.)

Question 21

Imagine that you are asked to discuss Aubrey’s orthographic development with her parent(s) / guardian(s). In the space below, write a brief paragraph that explains which spelling patterns Aubrey has control of, as well as any she might be using but confusing. Then describe what is the next step in her development that will become the focus of instruction. Because this is an audience of lay people, you will need to be sure to define terminology and provide examples to support understanding. Your writing should be clear and framed in an asset-based way.

HINT: I will be looking for: accuracy (2 pt), correct use and defining of disciplinary language (1 pt), examples and clarity to support your conclusions (2 pt), and asset-based language (1 pt).

HINT 2: Asset-based language doesn’t mean that you sugar-coat things or heap praise. It means you matter-of-factly describe aspects that are present and aspects that are still developing based on the assessment data. Words like difficulty, weakness, struggle are avoided, and there is never a need to compare children to their grade level peers. For example, consider the difference between “Your child has difficulty with/struggles with ______________, placing him/her below his/her same grade peers.” versus “Your child is able to correctly spell _____________, but does not yet consistently spell _________ with accuracy. During word work we will focus on __________ as the next step in development.” Which would you prefer to hear as a parent? This is true of children who are not yet at the level of development as their same-aged peers and those who are beyond the level of development as their same-aged peers. Every student has an area that is still developing and should be the next focus of instruction for them, whether they are at, above, or below grade level standards.

Question 22

Looking at the completed feature guide for Jaxson, how many feature points out of 7 did he get for beginning and final consonants?

Question 23

Looking at the completed feature guide for Jaxson, how many feature points out of 5 did he get for short vowels?

Question 24

Looking at the completed feature guide for Jaxson, how many feature points out of 6 did he get for digraphs?

Question 25

Looking at the completed feature guide for Jaxson, how many feature points out of 7 did he get for blends?

Question 26

Looking at the completed feature guide for Jaxson, how many feature points out of 5 did he get for long vowels?

Question 27

Looking at the completed feature guide for Jaxson, how many feature points out of 7 did he get for other vowels?

Question 28

Looking at the completed feature guide for Jaxson, how many feature points out of 5 did he get for inflected endings?

Question 29

Looking at the completed feature guide for Jaxson, how many feature points out of 5 did he get for syllable junctures?

Question 30

Looking at the completed feature guide for Jaxson, how many feature points out of 5 did he get for unaccented final syllables?

Question 31

Looking at the completed feature guide for Jaxson, how many feature points out of 5 did he get for harder suffixes?

Question 32

Looking at the completed feature guide for Jaxson, how many feature points out of 5 did he get for bases or roots?

Question 33

Looking at the completed feature guide for Jaxson, how many words did he spell correctly?

Question 34

Within which developmental spelling stage would you start instruction for Jaxson?

(Hint: You must specify early, middle, or late AND correctly name the stage to get credit for this.)

Question 35

Support your conclusion of Jaxson’s spelling stage in the previous question by explaining at least two different methods you used to determine the spelling stage.

(HINT: I will be looking to see that you can identify two different methods -1 point – and that you can accurately explain how you applied each method to Jaxson’s developmental spelling assessment – 1 point per explanation.)

Question 36

Imagine that you are asked to discuss Jaxson’s orthographic development with his parent(s) / guardian(s). In the space below, write a brief paragraph that explains which spelling patterns Jaxson has control of, as well as any he might be using but confusing. Then describe what is the next step in his development that will become the focus of instruction. Because this is an audience of lay people, you will need to be sure to define terminology and provide examples to support understanding. Your writing should be clear and framed in an asset-based way.