I administered the spelling inventory first, which is used to help provide an estimation of stage of development for a specific student. When I began the test, I stated to the students “I am going to say some words that I want you to spell for me. Some of the words are easy to spell, and some will be more difficult. When you do not know how to spell a word, just do the best you can. Each time, I will say the word, then use it in a sentence, and then I will say the word again. It will not be graded because it is not a test (Ganske, 2000). This will only help me in become a teacher, but I an thankful you are all willing to take time from independent reading to help me.” The screening inventory included a list of twenty words, which are: hen,
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When administering the screen inventory, I did not stop when a child has spelled 0 or 1 word correctly out of any set of five. This did not occur in the beginning words, however did happen in the harder words. This was my mistake because I failed to recognize this during the time of administering the test. It was also difficult for me to notice all the spellings of the words completed by seven separate students that were not all in view of me. While I do accept this mistake, in a way I do believe that because all the students did try to write all 20 words, I did gain a better understanding of the level of spelling the students are placed. Also, this mistake may have been made because the students shocked me in how fast they were writing the words. I told the students they would have enough time to write each word in the spelling they believed it is spelled, however, the students did not even need the time I gave them. I believe this was because all the students had an understanding of how the word spells, even if incorrectly, the students did try to make the most sense of the words. Also, while each word did receive a sentence, for example I said “hen… The hen sat on her eggs…hen”, I made note that the students would start writing the word as soon as I said it. This showed me that the students were familiar with the words and did not need a sentence to help them
When administering the screen inventory, I did not stop when a child has spelled 0 or 1 word correctly out of any set of five. This did not occur in the beginning words, however did happen in the harder words. This was my mistake because I failed to recognize this during the time of administering the test. It was also difficult for me to notice all the spellings of the words completed by seven separate students that were not all in view of me. While I do accept this mistake, in a way I do believe that because all the students did try to write all 20 words, I did gain a better understanding of the level of spelling the students are placed. Also, this mistake may have been made because the students shocked me in how fast they were writing the words. I told the students they would have enough time to write each word in the spelling they believed it is spelled, however, the students did not even need the time I gave them. I believe this was because all the students had an understanding of how the word spells, even if incorrectly, the students did try to make the most sense of the words. Also, while each word did receive a sentence, for example I said “hen… The hen sat on her eggs…hen”, I made note that the students would start writing the word as soon as I said it. This showed me that the students were familiar with the words and did not need a sentence to help them