Context:

I gave this spelling assessment to a first grade class at W. A. Young Elementary School.  There were 12 students present on this day.  Amy Davis and I gave the assessment together.  We read the word aloud and then read it in a sentence.  They were to write down the word on their paper.  I went back and assessed the students and put them into four groups, Below grade level, close to grade level, grade level, and above grade level.  Next, I chose one group to give suggestions on how to help them improve their understanding of spelling.

Impact:

I have never given a spelling assessment before so this experience has impacted me a lot.  I have learned that the way I say my words must be clear and concise because the students repeat them to sound them out exactly as I say them.  It has also helped me to see the difference in levels of students in one class.  This has helped me to be better prepare for my own classroom.

Alignment:

I have met standard 1 indicator 2 by seeing the effect of my dialect on the students.  It has made me realize that we all have a different dialect and I must be aware of this when I am speaking to my students especially when we are concentrating on writing.

I have met standard 7 indicator  3 by suggesting ways to help the below grade level group become more efficient with their spelling.  The strategies that I have suggested will promote learning by using students' prior knowledge and interests.

I have met standard 7 indicator 6 by showing in my spelling assessment that I am capable of modifying instruction to meet the needs of individual students.

I have met standard 7 indicator 7 by using the qualitative inventory of work knowledge spelling assessment.