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    Croy Spelling Inventory Analysis

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    This document analyzes a teacher's implementation of the Words Their Way spelling program in their classroom. It describes how the teacher grouped students based on a spelling inventory and the features each group needed to work on. It then outlines the weekly instruction, which included word sorts on Mondays and activities to reinforce learning for the rest of the week. The teacher reflected that Words Their Way allowed for meaningful, differentiated spelling instruction and that students were more engaged and excited about learning words than with previous approaches.

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    Croy Spelling Inventory Analysis

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    167 views6 pages
    This document analyzes a teacher's implementation of the Words Their Way spelling program in their classroom. It describes how the teacher grouped students based on a spelling inventory and the features each group needed to work on. It then outlines the weekly instruction, which included word sorts on Mondays and activities to reinforce learning for the rest of the week. The teacher reflected that Words Their Way allowed for meaningful, differentiated spelling instruction and that students were more engaged and excited about learning words than with previous approaches.

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    This document analyzes a teacher's implementation of the Words Their Way spelling program in their classroom. It describes how the teacher grouped students based on a spelling inventory and the features each group needed to work on. It then outlines the weekly instruction, which included word sorts on Mondays and activities to reinforce learning for the rest of the week. The teacher reflected that Words Their Way allowed for meaningful, differentiated spelling instruction and that students were more engaged and excited about learning words than with previous approaches.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    167 views6 pages

    Croy Spelling Inventory Analysis

    Uploaded by

    api-250602421
    This document analyzes a teacher's implementation of the Words Their Way spelling program in their classroom. It describes how the teacher grouped students based on a spelling inventory and the features each group needed to work on. It then outlines the weekly instruction, which included word sorts on Mondays and activities to reinforce learning for the rest of the week. The teacher reflected that Words Their Way allowed for meaningful, differentiated spelling instruction and that students were more engaged and excited about learning words than with previous approaches.

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    Running Head: SPELLING INVENTORY ANALYSIS

    SpellingInventoryAnalysis
    JillCroy
    NorthCarolinaStateUniversity

    SPELLING INVENTORY ANALYSIS

    SpellingInventoryAnalysis
    WordStudyGroups
    LetterName

    WithinWord

    MiAsia
    Demond
    Evan

    Sam
    Yeshua
    Rohit
    Diana

    Syllablesand
    Affixes
    Emily
    Gyan
    Sanaa
    Hayes
    Jocelyn
    Sarah
    Alex
    Mikayla

    Derivational
    Relations
    Amy
    Joel
    Teagan
    Betsybel
    Reid

    AlthoughRohitisbetweentheWithinWordandSyllablesandAffixesstage,heis
    anEnglishLanguageLearner,andbasedoninclassobservations,Ibelievehefeelsmore
    comfortableandconfidentintheWithinWordgroup.Betsybel,Reid,andTeagandidnot
    missmorethanoneonanyfeature,sotheywerealsogiventheUpperElementary
    SpellingInventory.WhiletheyarefurtheralongintheDerivationalRelationsgroup,for
    classroommanagementpurposestheyarenotinagroupoftheirown.Instead,they
    receivedifferentiationwithintheirgroupduringwordstudyactivities.
    BeginningWordStudy
    Foreachofmywordstudygroups,Ibeganinstructionwiththelowestfeatureon
    thespellinginventorywhereastudentinthegroupmissedmorethan1.Whilethismay
    causeseveralstudentstobeginwithafeaturetheyhavealreadymastered,theyareless
    likelytobenegativelyimpactedthanintheoppositescenario,whereastudentwouldbe
    workingatafrustrationlevelifinstructionbeganseveralfeaturespastwheretheywere
    using,butconfusing(Bear,2011).Instructionbeganwiththefollowingfeatures:

    SPELLING INVENTORY ANALYSIS

    LetterName:ShortVowels(thisiswhereDemondscored3/5)

    WithinWord:LongVowels(thisiswhereSamandDianascored3/5)

    SyllablesandAffixes:InflectedEndings(thisiswhereAlexscored3/5)

    DerivationalRelations:BasesorRoots(thisiswhereJoelscored3/5)

    Afterbeginninginstructionwiththesefeatures,Iprogressedintheorderofthe
    supplementalbooksandpaidcloseattentiontohowcomfortablestudentsseemedwith
    theirgivenwordseachweek.
    ImplementingInstruction
    OnMonday,eachgroupmeetswithmeforapproximately20minutes.Duringthis
    time,studentsreadtheirwordsaloud.Wediscusswhattheynoticeandcomeupwith
    waysthewordscouldbesorted.Studentsareencouragedtosharewhyitmakessenseto
    sortwordsinthewaysbeingshared.Ifstudentsdonotarriveatanagreeduponpatternor
    generalization,Isortthewordsinfrontofthemandexplainmyreasoning.Studentsare
    thenaskedtosortthewordsagainattheirseatsduringoneoftheirliteracyrotations.
    Fortheremainderoftheweek,thewordsortisusedforthefirstfewminutesof
    guidedreadinggroupsasreinforcement.Additionally,studentsareencouragedtonotice
    anywordsinthetextbeingusedduringguidedreadingthatmatchthefeatureoffocus.
    WhenstudentsaretrainedtouseourschoolsiPads,Iplantoincludethegamesavailable
    onthePDToolkitintheirliteracyrotationsaswell.
    EachFriday,Icallouttenwordsforeachgroup.OftenIwillincludeoneortwo
    wordsthatwerenotinthestudentssortsbutthatfitthepattern.Thisallowsmetoseeif
    studentscanapplywhattheyhavelearnedtounfamiliarwords.Studentswhomisspell

    SPELLING INVENTORY ANALYSIS

    morethanthreewordsspendtimereviewingthefollowingweekwhilealsoworkingwith
    thegroupsnewsortsoasnottofallbehind.Ifstudentsconsistentlydonotperformwell,
    theyaremovedtoalowergroup.
    Studentsweeklyhomeworkisasfollows(writtenaddressingthestudents
    parents):

    MondayAskyourchildtosorthisorherwordsintocategories.Theyshould
    readeachwordaloudduringthisactivity.Askthemtoexplainwhythewordsare
    sortedinaparticularwaywhatdoesthesortrevealaboutspellingingeneral?
    TuesdayDoablindsortwithyourchild.Laydownawordfromeachcategory
    asaheaderandthenreadtherestofthewordsaloud.Yourchildmustindicate
    wherethewordgoeswithoutseeingit.Layitdown,andlethimorhermoveitif

    theyareincorrect.Repeatifmorethanoneerrorismade.
    WednesdayAssistyourchildindoingawordhuntbylookingforwordsina
    bookthathavethesamesoundorpatternasthewordsintheirweeklysort.Tryto

    findtwoorthreeforeachcategory.
    ThursdayDoawritingsort.Asyoucalloutthewordsinarandomorder,your
    childshouldwritethemincategoriesintheirwordstudynotebook.Calloutany
    wordstheymisspellasecondorthirdtime.Then,askyourchildtogluethewords
    intotheirnotebookinasortedmanner.
    Reflection
    WordsTheirWayhasbeenakeyadditiontomylanguageartsblockthisyear.

    Mostimportantly,ithasallowedmetoprovidemystudentswithmeaningful,
    differentiatedspellinginstruction.Inyearspast,Ihadsimplygivenstudentstenwordson
    Monday,tostudyastheypleased,inpreparationforatestonFriday.Thestudentswere

    SPELLING INVENTORY ANALYSIS

    notexcitedaboutthewords,werenotretainingwhattheylearned,andwerenot
    transferringwhattheyhadlearnedtotheirwriting.
    Withtheexceptionofafewchildren,mystudentsareexcitedaboutwordsorts
    andseemtoenjoytheactivitiestheyareaskedtocomplete.Ithinkthisisdueinlarge
    parttothefactthattheyareworkingwithwordsattheirinstructionallevel.Forthemost
    part,thewordsarenottooeasyortoodifficultforthem,sinceinstructionbeginswhere
    childrenareusing,butconfusingcertainfeatures.Additionally,studentsenjoylooking
    forpatternsintheirwordsandthinkitisfuntotrytofindtheoddballs.Theactivities
    theyareaskedtocompleterequirethemtomanipulate,say,andhuntforwords,which
    allowsthemtomakeconnectionsbetweenreadingandspelling/writing.
    Althoughwordstudyandvocabularyarenotthesame,studentsdolearnnew
    vocabularywordsthroughtheirsorts.BeforeanalyzingthewordseachMonday,we
    discusswordmeaningsandclarifyanyconfusion.Learningthemeaningsofnewwords
    helpsbuildeachchildsbankofvocabularywords,whichinturnhelpsthemwiththeir
    readingcomprehension.
    IncorporatingWordsTheirWayhasallowedmetohaveamoreholisticlanguage
    artsblock.Withoutaneffective,meaningfulwordstudycomponent,myprevious
    languageartsblockwaslackinganimportantelement.Thisyear,Ifindmystudents
    discussingwordsfrequentlyandduringlessonsweoftenstoptonoticesomethingabout
    wordsounds,patterns,ormeanings.Attheveryleast,studentshaveanunderstanding
    thatwordsareinterestingandworthourattention.Itisrewardingtoseestudentsexcited
    aboutsharinganddiscussingwhattheynoticeaboutthewordstheyreadandwrite.

    SPELLING INVENTORY ANALYSIS

    References
    Bear,D.R.,Invernizzi,M.,A.,Templeton,S.R.,&Johnston,F.R.(2011).Wordstheir
    way:Wordstudyforphonics,spelling,andvocabularyinstruction(5thedition).
    NewYork:Pearson.

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