Spelling inventories provide specific diagnostic information that you can use to help individual students in specific ways, especially if you are able to coordinate and share the information with Title I reading teachers, intervention specialists, and others who can work with children in small groups. Their errors included digraph –ck (spelled –k), vowel-consonant-e (shin for shine, blad for blade), other long vowels (what and wate for wait, coch for coach), lower frequency vowel teams, and inflectional endings. Their errors involved vowel teams (especially –oi and –ir,) and inflectional endings. Ten students (31%) made 7 to 10 errors.Their errors involved vowel teams (especially lower frequency teams such as –oi and –ir) or inflectional endings. Four students (13%) made 4 to 5 errors.Any errors these students made involved inflectional endings Nine students (28%) made 0 to 2 errors.Here's a rough analysis of the entire classroom. The inventory with the most correct spellings is on the right, the one with the least is on the left. What looks like a traditional spelling test is actually a 26-word primary inventory that I gave to thirty-two 2nd graders in May of 2015. The picture shows a range of spelling development in a homogeneously grouped, "middle of the road," second grade classroom. For these children, you will need to step back and re-teach specific aspects of spelling.Ĭonsider the following. If they work hard enough, these children might be able to memorize the words, but they won’t truly understand how spelling works, and they won’t be developing the skills they need to spell unknown words. My guess is that a spelling inventory will show you that some children in your class have acquired just enough word knowledge to be well suited for the weekly list, while others will be ready for more complex words, and still others will lack the foundational skills they need to spell most words on the list. Rather, you’ll want to begin differentiating your content and instruction. Once you give a spelling inventory and see that there are two or more distinct levels of spelling knowledge in your class, you won’t want to continue plowing ahead with your basal spelling program. Secondly, they tend to break you free of thinking that spelling instruction consists of a one-size-fits-all program that utilizes a one-size-fits-all spelling list. First, they are an easy and efficient way to gain information about what your class generally knows about words. When it comes to terrifically useful assessments, spelling inventories top the list. Spelling inventories give you information on a student’s ability to apply the alphabetic principle, remember and use conventional spelling patterns, and apply word meaning, all in the service of correctly spelling words as they write. They are designed to give you information about your students’ broad knowledge of orthography, which is the spelling system of our English language. Spelling inventories, on the other hand, are “big picture” assessments. In other words, they assess at the beginning of the week a student’s prior knowledge about a specific set of spelling words that they will be tested on later in the week. Pretests are “small picture” assessments. But before you dive too deeply into your spelling instruction, why not assess your students’ knowledge of how words work? Spelling inventories are the best way to do this. The second way is to add "est" at the end to make it superlative.It’s the beginning of school and your classroom routines are just starting to take hold. One is to add "er" at the end to make it comparative. There are two rules to add inflections in an adjective. The third method is to turn the verb into the present tense by adding an "s". The second method is to turn the action into the past tense by adding "ed" at the end. The first method is to turn the action into a progressive state by adding "ing" to the end. Inflections are added to simple verbs in three different ways. Whenever you want to add a sense of possession to the noun, you add an apostrophe, apostrophe s, or just an "s". Usually, an "s" or "es" is added at the end of the noun. Whenever you want to convert a singular noun to a plural noun, you use the inflections. But here are some of the most basic rules of inflection. There are several ways in which a word can use inflections. Inflection refers to the extra addition of letters at the end of the root word to transform and shift its meaning in some sort. They can be used to make more words by using prefixes, suffixes, and infections. Root words are words that are basic and raw. Not all words that you use every day are unique in nature. Inflections are important elements of word formation. What Are Some Words with Inflectional Endings?
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