Brittany Godfrey
11/9/14
Spelling Assessment
Spelling Assessment Lesson Plan
Purpose:
 After administering Ishan the Developmental Spelling Analysis, I determined that he is correct in
his use of initial / final constants and absent in the skills of initial blends / digraphs, short vowels,
affricates, and final blends / digraphs. Ishan was not using and confusing any skills, but was
instead completely unaware that vowels are placed in the middle of a word to create the sound.
 I decided to teach this lesson for two reasons, the first being that Dr. Robnolt suggested that I do,
but also because Ishan is so close to spelling words accurately, just missing the knowledge of
vowels. I believe that once the student is introduced to this concept, his accuracy of spelling will
increase tenfold.
 It’s extremely important to teach this lesson so the student can effectively communicate with his
peers and the teacher. Spelling is crucial in the English language to sound intelligent, so without
these basic skills, many opportunities can be lost. Also, since the student is an English Language
Learner, the ability to spell and become fluent in the English language will increase his
confidence and sense of security in America.
 English K.12 The student will write to communicate ideas for a variety of purposes.
a) Differentiate pictures from writing.
b) Draw pictures and/or use letters and phonetically spelled words to write about experiences.
c) Use letters and beginning consonant sounds to spell phonetically words to describe pictures or
write about experiences.
d) Write left to right and top to bottom.
Objectives:
 When given the words written out on index cards, the student will be able to sort words into the
proper word families of –at and –ag with 90% accuracy.
 Given a modified version of the game Guess Who, the student will be able to accurately
determine the target word after asking 5 questions.
 After preforming the activity, the student will be able to write the words while simultaneously
sorting them into their respective patterns with 90% accuracy.
Procedure:
 The teacher will introduce the lesson by reminding the student about the spelling assessment we
did last week. The teacher will tell the student that they did a great job, and that she has come up
with a fun game and new, advanced sort to help see what more he can do. The teacher will
introduce the –at and –ag sounds, prompting the student with a few sample words. The teacher
will ask the student what these words have in common and what makes them different.
 The teacher will then read through each word / picture in the sort, emphasizing the feature in her
inflection. The teacher will then ask the student to sort the words as she reads them, placing them
in the categories himself.
 After the modeling, the teacher will scramble the words and allow the student to sort the words
on his own, reading each word as he goes.
 The teacher will then explain the rules of the Guess Who game. The student will be instructed to
pick a game board and make sure all of the words are facing up. The student will have 5 guesses
to eliminate enough choices to guess what the word may be. Sample questions include: Does the
Brittany Godfrey
11/9/14
Spelling Assessment
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word have a short A sound? Is the word in the –at word family? Does the word start with the M
sound? The teacher will answer these questions based on the word she selects from the pile.
Once the student has played the game, the roles will reverse and the student will get to pick a
word and answer the questions. This will continue multiple rounds, and possibly another student
may come play as well and the teacher will turn it into a competition of who can guess the word
first.
After playing the game, the teacher will ask the student to again sort the words according to word
family to give the student one last look at the words.
After this practice to close the lesson, the student will then be prompted to get out a piece of
paper and pencil. He will be told to sound out the words to the best of his ability and write and
sort them according to the word family. The teacher will recite the original 10 words from the
sort, without emphasizing the feature sound.
The teacher will then ask the student to come up with some words from his vocabulary that have
the sounds in that word family, and to write them as a bonus word on his written sort. Having the
student come up with a new word and spell it correctly will ensure that he has grasped the
concept of the word family.
Materials:
 Guess Who modified game
 Word sort cards including the words (bag, tag, rag, nag, lag, mat, bat, rat, cat)
 Paper and Pencil
 Spelling Assessment
 Writing Sample
Evaluation Part A:
 In order to determine if the child has mastered the sort, the teacher will check to make sure the
student has sorted 9/10 correctly.
 During the game of Guess Who, the teacher will know the student has met the objective if he can
guess the word before using 5 guesses.
 After administering the posttest, the teacher will check the spelling. If the student has spelled 9
out of the 10 correctly, he will have met the objective.
 The teacher will check to see the deeper understanding of the word family if the student can
come up with a new word within each word family.
Evaluation Part B:
 Explain whether or not the student met your objective(s). Be sure to address each objective.
At the end of the activity, Ishan sorted the words correctly! He was unable to guess words if I
picked it, but loved answering my questions so I could guess the word he chose. I asked him
questions such as which word family is it in? Does it have a “H” sound? At the end of the
activity, he shocked me and sorted and spelled the words correctly! I was so surprised and
excited!

Explain how you know whether or not the objectives were met.
Brittany Godfrey
11/9/14
Spelling Assessment
I know the objectives were met because he correctly wrote the words after the activity and told
me that flag and spat are also in these word families. He said he loved the game which made me
really happy since it clicked with him enough to learn the material!

Describe the strengths and weaknesses of your teaching of the lesson.
Positive- I was very patient and didn’t mind repeating the concept when he didn’t get it at first. I
switched the dynamics of the lesson when I saw it wasn’t working for him so he could actually
complete the activity.
Negative- I picked a bad time to complete the lesson, as I was interrupted multiple times.

Reflect on how you would change the lesson.
I would change the lesson by adding another students to play with Ishan so he could get that
peer interaction and another student could get the practice in word families. I was planning on
doing that, but there just didn’t seem to be a good time to call another student out without them
missing key instruction.