Analyzing Student Writing Samples

Sample 1: Groundhog Day the Groundhog se hess shadi

 I would assess this student as being in the late Letter Name-Alphabetic Spelling stage to the early Within-Word Pattern stage (stage 2 to stage 3).   In this writing sample the student was able to correctly spell some more complex consonant patterns such as the initial blend in the word groundhog as well as the vowel diphthong ou in the word groundhog.  With this information it would appear the student is in the Within-Word Pattern Spelling stage.  However, the student did make some errors in identifying and spelling the short /i/ sound in the word his, which is a skill acquired in stage two.   If I were to design a literacy center to help this student I would spend a little time reviewing words with short vowel sounds and consonant blends until I knew that student was comfortable enough to move onto more complex spelling patterns acquired in the third stage of spelling development.  To practice those skills I would set up an open word sort center in which the student will group words based on the short vowel in that word.  To practice consonant blends a word sort could also be a good center.  I would make sure to monitor this students sorting so that I can point out the spelling patterns I want her to focus on.   

Sample 2: Mi bast fand aid I pad bjspa.

For this student I would definitely say they are in the Letter Name-Alphabetic Spelling stage.  She has a clear understanding of the alphabetic principle and in her spelling mostly identifies the prominent features in each word.  For example, in in the word best she correctly identified the initial consonant b as well as the final blend st. She seems to still need more practice with short vowel sounds and could probably benefit from reviewing high frequency words (example: my).  For this student I think I would set up a center that involves more explicit instruction with spelling CVC words and some CCVC/CVCC words with consonant blends and digraphs.  Using boxes to represent sounds and apply spelling patterns would be beneficial for this purpose.  For example, I might present the student with the word hen and have the student write it in the three boxes use to separate and pronounce each sound in the word.  This activity could be done with 3 and 4 sound words on a dry erase board so the student has the opportunity to practice with multiple words. 


Venn Diagram