SPELLING INVENTORIES



SPELLING INVENTORIES

According to research, spelling is a developmental skill. We all go through the same stages of development. However we do not all go through these stages at the same speed. The spelling inventories are arranged to reflect this development. Notice that the developmental features become more difficult as you move from left to right across the feature guide.

Administering Spelling Inventories

“These inventories are administered like traditional spelling tests, but there are some significant differences. Unlike traditional spelling tests, students should not study the words before or after the assessment. They should also be reassured that they are not graded on the activity.

To begin a spelling inventory, students are asked to number their paper. If students are in kindergarten or early first grade, teachers can prepare a numbered paper for students.

Each word is called aloud, used in a sentence and repeated once. The words are spoken naturally, without emphasis on phonemes or syllables. Teachers should use the sentences on the word list to make sure the students know the exact word.

If students struggle with the inventory, teachers can administer a lower-level inventory. The inventory can be given to students as a whole group or in small groups. The results of the inventory can be used to get a general picture of each student’s spelling development.”

Scoring and Analyzing Results

“Once the appropriate inventory has been administered, teachers need to set aside time to complete the feature guide for each student. These guides are found in Appendix A of Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction. The feature guide helps analyze and classify student errors, confirm the developmental stages, and pinpoint specific areas/language features for instruction.”

“Look down each feature column to determine instructional needs. Students who miss only 1 (or 2, if the feature sample is 8-10 words) can go on to other features. Students who miss 2 or 3 need some review work; students who miss more than 3 need careful instruction on this feature. If a student did not get any points for a feature, earlier features need to be studied first. To determine a stage of development, note where students first make 2 or more errors under the stages listed in the shaded box at the top of the feature guide. Circle this stage. This will be the child’s instructional stage.

Class Composite and Forming Groups

1. Staple each feature guide to the student’s spelling paper and arrange the papers in rank order from highest to lowest total points.

2. List students’ names in this rank order in the left column of the appropriate Classroom Composite (ESI or USI) and transfer each student’s feature scores from the bottom row of the individual feature guides to the Classroom Composite.

3. Highlight cells where students make 2 or more errors on a particular feature to get a sense of your groups’ needs and to form groups for instruction.

Elementary Spelling Inventory (ESI)

“This surveys a range of spelling features throughout the elementary grades, specifically first through sixth grade.” In late kindergarten and early first grade classrooms,

call out at least 15 words so that you sample digraphs and blends; use the entire list beginning with late first grade. If any students spell more than 20 words correctly,

you may want to use the Upper Spelling Inventory.

Upper Spelling Inventory (USI)

“The upper level spelling inventory can be used in upper elementary, middle, high school, and post-secondary classrooms. The 31 words are ordered by difficulty to sample features of the within word pattern to derivational relational spelling stages. If any students misspell any 5 of the first 8 words, you would want to use the ESI to more accurately identify within word pattern features that need instruction.”

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