Directions: Identify a recorder, a timekeeper, and a facilitator for each group. Together you will analyze a spelling sample (Nicholas) and complete the Feature Analysis Form to identify his spelling stage and the word features that represent the three functional levels (Using consistently, using and confusing, and omitting).
Additionally, you will complete the Assessment Report Outline together.
I. Introduction
a. Introduce student—providing relevant information
b. Explain which assessment was administer
d. Identify the spelling stage
II. Strengths
a. What are the students’ strengths? Identify the word features (feature categories)
III. Using and Confusing
a. Identify the word features (feature categories) that the student uses and confuses.
b. Provide examples of the errors. Be sure to represent the features in this manner: cat as KT. Underline the actual word and capitalize the child’s spelling.
c. Looking at the errors, explore possible reasons why children are making these errors
i. Similar sounds
ii. Incorrect pattern
iii. May not have been taught
IV. Weakness
a. Identify the word features that were omitted. Provide a few examples. Be sure to use the proper format: cat as KT