Carol Moore
11-12-13
Spelling Assessment
TEDU 426
I.
Purpose:
 The student I am working with had the initial and final consonants
correct on his spelling assessment. He also had the initial blends
and digraphs correct on his assessment. He was however using but
confusing short vowels, in particularly the e and i.
 Based on the assessment the student was using but confusing the
short e and i. He also used but confused the short a when doing his
spelling assessment; therefore, I am teaching him those vowel
sounds. Even though the short u was not part of the assessment, it
is part of the sort, so I am providing instruction for that as well.
 It is important to have spelling and word study as part of your
language arts curriculum because it gives us a valid measure of
children’s knowledge of what they know about words. This
information guides us in what instruction we provide in order to
move students forward with reading and writing. It is also important
for children to recognize words quickly so they can focus their
attention on comprehending the text. Therefore, understanding the
patterns in words, in word recognition, in using decoding strategies,
and understanding the meaning of words is important for
comprehension. Word study is a valuable component of language
arts because it teaches students the necessary skills of how words
work and is vital in order to teach your students how to read.
 Reading SOL K.7 The student will develop an understanding of
basic phonetic principles.
a) Identify and name the uppercase and lowercase letters of the
alphabet.
b) Match consonant, short vowel, and initial consonant digraph
sounds to appropriate letters.
c) Demonstrate a speech-to-print match through accurate fingerpoint reading in familiar text that includes words with more than one
syllable.
d) Identify beginning consonant sounds in single-syllable words.
II. Objectives:
 Given the sort the student will be able to sort words correctly,
identify the short vowel sounds of a, e, i, and u, and will also be
able to explain the patterns in the word sort with 80% accuracy.
 While playing the game the student will be able to correctly match
and read the short vowel cvc words that have an, in, en, and un
pattern in the words with the 80% accuracy.

III.
Given the words the student will be able to correctly spell the words
and place under the corresponding category of short vowels with
80% accuracy.
Procedure:
A.) Introduction:
 Remind the student about the spelling assessment we previously
did together
 Let student know we are going to do an activity to learn about the
short vowel sounds of a, e, i, and u from that spelling assessment.
 Make a connection for the student the short vowel sounds are also
the sounds they are learning about during their morning meet in
their class. Also, make a connection and remind student the vowel
sound they learned about earlier during their morning meet.
 Introduce the picture headings and model the pictures to introduce
the sort.
B.) Development:
 Introduce the picture headings by naming the pictures.
 The first picture is a can so we are listening for the short vowel
sound of a, and say the word c/a/n.
 The second picture is a pin so we are listening for the short vowel
sound of i, and say the word p/i/n.
 The third picture is a hen so we are listening for the short vowel
sound of e, and say the word h/e/n.
 The last picture is a sun so we are listening for the short vowel
sound of u, and say the word s/u/n.
 After placing the picture headings think out loud while placing the
rest of the pictures under the correct feature. Also compare the
picture to other features so the student can hear the contrasting
sound compared to the correct feature.
 After doing the picture sort with student continue to model a few of
the words with student continuing to think out loud, and comparing
those words and listening for similar sounds.
 After modeling for students have them complete the sort with you
assisting as needed. However, allow them to place words under the
category and explain the rationale for their decision if they make
mistakes.
 Also play a game with student in order to match, look for and listen
for similar sounds and patterns in cvc words.
C.) Summary:
 Review with students all the short vowel sound features of a, e, i, u.
 Also discuss with students the cvc patterns they can see in their
sort.

Place the picture headings at the top of their paper and have
students glue their other pictures and write the corresponding word
beside their picture.
IV.
Materials:
 Word sort with short vowels (a, e, i, and u)
 Game with short vowels to make cvc words
 Directions and deck of cards for game
 T chart to write words and pencil
V.
Evaluation Part A:
 After teaching I will be able to assess whether the student met the
objective or not if they are able to identify the short vowel sounds of
a, e, i, and u in the words, explain the pattern in the words, and sort
the words correctly with 80% accuracy.
 I will also be able to assess if they met the objective if while playing
the game they are able to correctly spell the words using a cvc
pattern with the short vowel sounds of a, e, i, and u and are also
able to read the cvc words with 80% accuracy.
 Finally, I will be able to assess whether or not the student met the
writing objective if they are able to correctly spell the words and
place under the corresponding category of short vowels with 80%
accuracy.
VI.
Evaluation Part B:
 Did the student meet your objectives?
The student was able to sort his words correctly, identify the short
vowel sounds of a, e, i, and u, and identify the cvc patterns with
95% accuracy.
The student was also met the game objective with 100% accuracy.
The student also met the writing objective with 85% accuracy.
However, he is still confusing the short vowel sound of e for i. When
doing the writing he wrote pin for pen and hin for hen. I also asked
the student to write a word and draw a picture under each category
on a blank piece of paper to ensure he understood and could hear
the short vowel sounds. So it was interesting to note that the
student wrote the word han under the can category and drew a
picture of a hand beside it. I believe while he understands the short
vowel sounds and cvc patterns, that is the sound he hears and
therefore drops the d and why he placed it under the an category.

How do you know whether the student met your objective or not?
The student met the sort objective with 95% accuracy, because he
was able to identify the short vowel sounds of a ,e, i, and u.
However, he did put pen under the category of pin. He was also
able to recognize and tell me the patterns of an, in, en, and un in
the cvc words.
The student met the game objective with 100% accuracy, because
he was able to correctly identify and placed the correct short vowel
sound of a, e, i, and u. He was also able to read all the words using
the an, in, en, and un patterns.
The student also met the writing objective with 85% accuracy.
However, he is still confusing the short vowel sounds of e and i.
While writing he wrote pin for pen and hin for hen. I also asked the
student to write a word and draw a picture under each category on
a blank piece of paper to ensure he understood and could hear the
short vowel sounds. So it was interesting to note that the student
wrote the word han under the can category and drew a picture of a
hand beside it. I believe while he understands the short vowel
sounds and cvc patterns, that is the sound he hears and therefore
drops the d and why he placed it under the an category.

Describe the strengths and weaknesses of your lesson.
I really enjoyed this assignment especially teaching the student the
word sort. Therefore, implementing the lesson was the strength of
my lesson, because the student seemed to really understand and
grasped what I was telling him while modeling the word sort. While
working at Longdale as an instructional assistant I worked with
students on their word study, so I am familiar of how to work with
students on the lesson. However, while I was familiar with the
lesson, I wasn’t sure why we did the word sort. So I have a new
appreciation and better understanding of the importance of
teaching word study in the classroom. I also like how I reinforced
the lesson by having the student write their own cvc word under the
each short vowel category.
The one area that I would consider a weakness is the game I
created. While the student met his objective and seemed to enjoy
the game, I think it was too easy for him. I was hoping as we turned
over the cards the game would become a little more challenging so
we may have played too long. Another weakness of my lesson was
allowing the student to glue his picture sort on both sides of the
paper. I am not sure what I was thinking. He kept having to flip the
paper over and may have added to the confusion of hearing the
difference between the e and i when gluing his sort.

How would you change the lesson if you were to teach it again?
I would have created and played a more challenging game with this
particular student. Hopefully, when I am teaching I will have
multiple games in the classroom and the student would be able to
pick a more challenging and suitable game to meet their strengths
and weaknesses. Another thing I would change is having the
student glue their picture headings on one side of the paper, so
they can see and compare all of the pictures.