Welcome to post four in the all about word sort series. Today we will focus on assessments and how we can determine if our students are mastering word patterns.
If you are interested in the "why" behind word sorts, make sure to read the first post in this series by clicking here. Are you curious what types of sorts there are? Then, make sure to read post two in the series which describes 15 different ways to sort words! You can read post two by clicking here. The third post covers word work instructional routines. You can read that post by clicking here.
As with all instruction it is important to assess and check the understanding of students. Word work is no exception. After students have been directly instructed in a spelling pattern and have had multiple opportunities to explore the pattern, it is important to determine if students have mastered this new knowledge. Are the students able to apply the pattern to tasks of spelling and reading?
To answer these questions about my students, I assess them in two ways: formative and summative.
Formative assessments happen every time students explore words. As the students sort and read the words--I observe, take note and provide feedback. In fact any time the students are sorting (speed sorts, blind sorts, partner sorts, written sorts, open sorts, etc.) I am observing, making notes and providing feedback.
Feedback is key for the students, as this is the way students clear up misconceptions and begin to master their newfound knowledge. Notetaking is key for me, as this is how I keep track of how my students are progessing and what my next steps in instruction will be.
As students are sorting, I ask questions like:
"Explain why you put ____ word in this category."
"What vowel sound do all of these words have?"
"What do all of these words have in common"
"This is an oddball word, can you tell me why?"
"This word doesn't seem to match the others, can you fix it for me?"
"Could you sort these words in another way?"
"How do you know that word goes there?"
The answers the students provide helps me with my notetaking (are they really understanding what they are doing?) and it helps cement the knowledge for the students. Having students justify there thinking is so powerful!
Summative assessments happen after the students have had ample opportunity to explore words. I simply give students a blank sheet of paper and call 5-10 words (depending on age) to the students. These words are not the words they use during word exploration, BUT words that use the same pattern. My mastery level is 80%. If students score 80% or higher on their summative assessment, I progress them to the next skill.
Another assessment that works jointly with word sorts is the Spelling Inventory by Pearson. The Spelling Inventory is an assessment that provides an instructional spelling stage of a student. A primary (k-3) and upper elementary (3rd grade through adulthood) are available depending on the age of your students. You can download a copy by clicking here.
The objective of the spelling inventory is to pinpoint what spelling stage your child is at. Once you have the stage pinpointed, you are able to begin your instruction. The Spelling Inventory works hand and hand with Words Their Way, but even if you don't have that resource you can still get an idea of where your child is at.
This Reading Mama does a great job explaining how to administer and score the spelling inventory.
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