WTW Ch2

Question 1

T/F: Spelling is a conservative measure of what students know about words in general, so if students can spell a word, then we know they can read the word

Answer 1

T

Question 2

These consist of lists of words specially chosen to represent a variety of spelling features at increasing levels of difficulty

Answer 2

Spelling Inventories

Question 3

An analysis that helps identify what orthographic features students know and what they are ready to study as well as their approximate stage

Answer 3

Feature Guide

Question 4

These help you plan instruction for developmental groups

Answer 4

Classroom Composite Form

Question 5

How many errors do students need to generate to determine a spelling stage?

Answer 5

5

Question 6

Spelling inventory that consists of 26 words, beginning one, has CVC words, and inflectional endings. Used for kinders-early 3rd grade because it assess features of the emergent stage through the within word pattern stage

Answer 6

Primary Spelling Inventory

Question 7

Spelling inventory that has 25 increasingly difficult words that start with bed and end with opposition; used for grades 1-6 to identify students up to the derivational relations; recommended for grades 3-5

Answer 7

Elementary Spelling Inventory

Question 8

This spelling inventory is used in upper elem to high school and even college; they help identify what students in the syllables and affixes and derivational relations stages are doing in their spelling; 31 words

Answer 8

Upper-Level Spelling Inventory

Question 9

a reversal where b is written backwards and should be counted as correct

Answer 9

static

Question 10

reversals when the letters are present but out of order

Answer 10

kinetic

Question 11

what can be used to determine a starting place for instruction

Answer 11

completed feature guide

Question 12

where should instruction begin

Answer 12

at the point where a student first makes two or more errors on a feature

Question 13

how should you group students?

Answer 13

with students as close as possible to their instructional level

Question 14

what do you use to verify what types of orthographic features students have mastered, what types of features they are using but confusing, and the degree to which they are applying their spelling knowledge in actual writing

Answer 14

qualitative spelling checklist

Question 15

how often should you use the inventories on emergent learners

Answer 15

assess daily spelling or writing inventory results

Question 16

factors of this inventory include the number of phonemes represented in a student’s spelling with credit for identifying phonemes and representing those sounds with phonetically logical letters even if incorrect

Answer 16

kinder spelling inventory

Question 17

this inventory is useful for conducting individual testing and for obtaining grade-level information; spans from grades 1-8 with 20-30 words; useful for reporting spelling achievement in terms of grade levels

Answer 17

McGuffey Spelling inventory

Question 18

this inventory is divided into four achievement levels corresponding to four of the five stages of development word knowledge: letter name-alphabetic, within word pattern, syllables and affixes, and derivational relations

Answer 18

Viise’s Word Feature inventory

Question 19

how many times in a year should you do the inventories to assess progress

Answer 19

up to 3

Question 20

these mini-inventories: fine-tune placement, act as a pretest for a feature or unit of study before instruction to determine what students already know, act as a posttest administered several weeks after instruction to determine what students have retained overtime. they are also more thorough and confirm the stage designation and placement

Answer 20

spell checks

Question 21

what should you use to track your students’ progress and guide conferences

Answer 21

goal-setting/ monitoring charts

Question 22

how should groups be

Answer 22

fluid

Question 23

what is the benefit of assessing orthographic knowledge with English learners

Answer 23

observe that they are applying the rules of phonology and orthography from written form of their primary language to English