When collecting writing samples
from my classroom, I noticed that there are students in various stages of
spelling development. The first student
seems to be in Stage 4: Syllables and Affixes Spelling. Overall, most words are spelled
correctly. The few misspelled words
include, “clime” instead of “climb”, “the” instead of “then”, and “sculpters”
instead of “sculptures”. This student
uses consonant doubling correctly, because he correctly spells words like
“cannon” and “scrubbed”. He uses
inflectional endings in words such as, “riding” and “movies”. Lastly, this student correctly spells
compound words such as, “motorcycle”, and “everybody” along with using some
common suffixes such as in the word “packable”, when describing snow.
I would
identify the second student to be in Stage 3: Within-Word Pattern
Spelling. This student mostly uses
one-syllable words such as “like” and uses complex consonant sounds, such as
“catch” and “walk”. Use of words such as
“like”, “ride” and “bike” also demonstrate student’s knowledge of long-vowel
spelling patterns. This student also confuses
spelling patterns by reversing the order of letters. For example, this student spelt California
“Califorina”. I would not classify this student’s spelling to be in Stage 4
like the previous student because he does not understand common endings to
words such as –ed, and –s. This is shown
by the student’s use of “visit” instead of “visited” and “plays” instead of “play”.
A literacy
center activity that would be helpful for these students would be a game that
focuses on word endings. Students could a
set of flashcards that have word endings and another set that has words. With a partner students could try and come up
with as many words with appropriate word endings as they could. For a challenge, students would be asked to
write sentences including these found words. This would support students learning because
both of these students have trouble with inflectional ending in their spelling
development.
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