Sight Word Inventory

Development of Word Recognition
Sight Word Inventory To get a better understand of Franklin’s reading level, I administered the ____ Sight Word Inventory (______). This test consists of sight words, or words students can recognize immediately, appropriate for each grade level. Thus, as you continue through the words, they become increasingly difficult. Franklin’s instructional level is at the third-grade level. At his level, he was able sound out the beginning consonant, “r,” for the word “rough” and “m-o” word “motion.” Additionally, he correctly identified “interested” and “confused,” however it was not an automatic recognition. Finally, with the third-grade list, he pronounced “curious” as “serious.” Throughout the assessment, I noticed
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Spelling Development
Elementary Spelling Inventory The Elementary Spelling Inventory (Bear et. al., 2012) is an assessment that aids the teacher in determining what spelling stage the student is at. The list consists of 25 words, each more difficult than the last. A student receives a point per correct feature used in their spelling. A feature may be a consonant (c, h, k, m), blend (bl, fl, sp, dr), and/or inflected ending (-ed, -ies, -ing), to name a few. By analyzing what the student gets, teachers can see what the child understands and what they may still need help with.
When I administered the assessment, I only asked 20 of the 25 words, for I felt as though I had a good understanding of Franklin’s spelling at that point. Overall, Franklin was successful in using beginning and final consonant sounds. Additionally, he did well with using short vowels and digraphs, such as “i” in the word “ship,” and “wh” in “when.” He does not possess full knowledge of the usage of blends and long vowels, such as “fl” in “float” and “-igh” in “bright” respectively. Thus, he, per this inventory, is at the early to middle stages of within word pattern stage of spelling.

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