Spelling Assessment and Connected Lesson Plan
Jessica A. Choi
Tedu 426
Purpose:
- Sher’kiyah had all the features, initial and final constants, initial blends/diagraphs,
short vowels, affricates, and final blends/diagraphs correct. She had no features in
the using but confusing or the absent category.
- Just by looking at the spelling analysis chart, I thought she had short a and short o
mastered. But once reviewing the spelling assessment, she still did have a couple
words misspelled so I concluded that getting a list of words still covering short a and
short o and also challenging her to sort long a and long o also.
- Spelling assessment and connected lesson, and the DSA spelling assessment is
important because it tells teachers what each student know, what they are missing,
and what they’re using incorrectly. To help maximize their growth as a speller,
students must be assessed to they can be properly placed in spelling groups to
expand their spelling skills.
SOL:
2.13 The student will edit writing for correct grammar, capitalization, punctuation, and
spelling.
1.
2.
3.
4.
5.
6.
7.
8.
a) Recognize and use complete sentences.
b) Use and punctuate declarative, interrogative, and exclamatory sentences.
c) Capitalize all proper nouns and the word I.
d) Use singular and plural nouns and pronouns.
e) Use apostrophes in contractions and possessives.
f) Use contractions and singular possessives.
g) Use knowledge of simple abbreviations.
h) Use correct spelling for commonly used sight words, including compound
words and regular plurals.
9. i) Use commas in the salutation and closing of a letter.
10. j) Use verbs and adjectives correctly in sentences.
Objective:
1.Sorting:
Given a set of words (short a, long a, short o, long o) students will be able to sort words correctly
with 80% accuracy.
2. Game:
Given a tic-tac-toe board, students will be able to spell the words given correctly with 90%
accuracy and continue on by making a mark on the tic-tac-toe board.
3. Writing: Blind sort
Given a blank sheet of paper, students will try to remember each word they’ve sorted and write
down what they remember in the correct category with 80% accuracy.
Procedure:
Introduction:
- I will introduce to the student what we will do together the day we decide to complete this
assignment. I will explain to her what they will be doing with me. I will be telling her I will take
notes on her work to help me understand her better as a speller. I will also explain how we will be
doing 3 mini assignments, sorting, game, and writing component.
Describe:
-
I will tell her step by step what we will be doing.
o I will tell her we will be sorting words and pictures into categories. (short a, long
a, short o, long o).
o I will tell her after we finish sorting we will play a game of tic-tac-toe, and I will
tell her specific directions to the game when we are about to play.
 We will be playing tic-tac-toe, but first I will pick up a word from the
word pile, I will read it aloud and you have to spell it correctly to make a
mark on the board. After you complete this, you will pick up a word
from the word pile and read it aloud to me. I will spell it on the paper. If I
spell it correctly I will be able to make my mark on the board. If one of
us does not spell the word correctly we will not be able to take a turn on
the board.
o I will tell her after we finish the game we will finish up the lesson with an easy
writing component. (Blind sort)
Explain the closure:
-
I asked her if this assignment was easy or difficult for her. I will ask her which part of the
lesson, sorting, game, writing, was easy/difficult. I will also ask her which was her
favorite part of the lesson. Afterwards, I will thank her for helping me complete my
assignment and give her a high-five. 
Materials:
word cards and picture cards, tic-tac-board, pencil, paper, eraser, and writing sample component
short a words = damp, land, stack, crash
long a words = blame, shape, trace, shape
short o words = shock, long, pond, soft
long o words = chose, those, note, poke
Evaluation A:
I will assess the student’s knowledge looking at the writing component she completed. I will also
see if she met all the objectives of the lesson plan. I will calculate if she was able to meet the
objectives. If she was able to sort most of her words during the sorting activity, if she was able to
spell words correctly during the tic-tac-toe game to make a move on the board, and if she was
able to complete the blind sorting writing assignment.
Evaluation B:
-
She was able to meet objectives 1 and 2 (sorting and game). She was able to sort the
words and picture easily, this went by more quickly than I expected. The game was also
easy for her. She was encouraged to really sound out each word so she does not miss a
turn. Although she got one word incorrectly, during the next turn she was able to spell it
correctly. For blind writing sort, she struggled with because she was tired of the whole
lesson. We sat there for about 10 minutes because she did not want to complete the
-
-
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assignment. I told her just to try the best she could, and try to remember at least 1 word
from each category. This encouraged her and she ended up writing 2 words in each
category.
I knew the sorting and game objectives were met because she got all the sorting correctly
done, and we finished the game with her winning and spelling all the words but 1
correctly. But the blind writing sort was not met because she did not write all the words
from each category.
The strengths of this lesson were how I was able to give her a set of words that was just
right for her level. I think if I gave her just short a and short o, like I did for the spelling
assessment it would have been too easy for her; and also having a fun game for her to
complete was another strength. I think if this was not part of the lesson she would be
discouraged to complete this lesson.
The weakness of this lesson was it was too long for the student, she was very tired of the
whole lesson at the end, and did not want to complete the writing component.
Reflection: I would change this lesson by only having the sorting and game part of the
lesson. I think this whole lesson is not a long process, but the student was complaining to
me how she feels like she is the only one doing “extra” work. I tried to be as encouraging
and motivating as possible, but it did not work. So I would change it so there are not three
parts instead maybe just having the sorting and game in the lesson.