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How do you do a phonics assessment for spelling?

Discussion in 'Primary' started by mashabell, May 13, 2011.

  1. Look at their misspellings.
    By yr 5 spelling errors are rarely due to an insufficient grasp of basic phonics
    but to using the wrong variant spellings, such as 'baught' for 'bought'.
    Their writing should tell u what they are confused about and need to work on, although some children get so confused by the various alternative spellings
    that their spelling seems to lack all logic.
    So they might need some reminding of the basic patterns and the most used words which disobey them.
  2. http://www.phonicsinternational.com/assessment.html

    These assessments are free on the www.phonicsinternational.com homepage.

    There is an oral segmenting test which will show you whether children can identify the sounds all through the spoken words - or whether they think of a spelling, then turn the letter names into sounds to give you the sounds you request.
    Ideally, the children should have the skill to break spoken words down into their constituent sounds and then understand that there may be spelling alternatives for those sounds.
    There are a couple of A and B word assessments which you can use for both reading and spelling. There are many pages of this as they cater for 12 units of work - but you could select some of the pages to find out where your children are in broad terms for their spelling. You don't need to ask children to do all the words of a page, for example, if they are wildly wrong with their spelling - but you will certainly get an idea of the pattern of their spelling behaviour.
    You might find a giant alphabetic code chart in your classroom very useful to explain the rationale that there are various sounds we can identify in our speech and various spelling alternatives for some of those sounds. Then, when the children identify sounds in the words they wish to spell, you can speak the language of 'which spelling alternative' you need and locate the word example in the row of the sound you are focused upon.
    There are many free alphabetic code charts from which you could choose to create a permanent reference chart in the classroom. I wish all primary classrooms had such charts to support spelling!

    Ultimately, children need to build up spelling word banks into their long term memories. Many of the slightly less common spellings lend themselves to learning these word banks through spelling mnemonic stories and activitieis focused upon learning the words in any given bank.

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