This spelling assessment is designed to provide a glimpse
of learners' sense of how words are constructed and of
their knowledge of sound-letter relationships. We're not
interested in the number of correct words, but in what the
student can hear and transcribe using conventional
spelling.
| Word Pattern |
Sample Words |
Student Spelling |
| CVC: lax vowels |
tip
hem
sad
log
run |
|
| CCVC: lax vowels |
trip
sled
flat
drop
plum
|
|
| CCVCC: lax vowels |
crisp
spend
tramp
frost
stunt |
|
| CCCVC(C): lax vowels |
scrap
shrimp
|
|
| CVCe: tense vowels |
ride
these
tape
note
cube |
|
| CCVCe: tense vowels |
crime
plate
stove
prune |
|
-ing/-ed
with doubling |
snapping
clipped |
|
-ing/-ed
without doubling |
grasping
tramped |
|
-ing/-ed
drop final 'e' |
sliding
glided |
|
| 2 syllable words |
invite
complete
reptile |
|
| 3 syllable words |
advertise
imitate
envelope |
|
common suffixes:
-tion
-ture
-ory
-ment
-ity |
relation
mixture
directory
movement
activity |
|
| -r voweld |
garden
torment
monster |
|
| prefixes: re-, pre-, un- |
recover
prepare
unlikely |
|
"sight" words:
vowel clusters
consonant clusters
'e' marker |
light
dream
quick
train
watch
explain
edge
kitchen
surprise
circle
generate
believe |
|
| words to memorize |
said
they
because
would
friend |
|
| ANALYSIS |
| Lax Vowels |
|
| Initial Consonant Clusters |
|
| Final Consonant Clusters |
|
| Tense Vowels |
|
| -ing/-ed |
|
| Multisyllabic words |
|
| Common Suffixes |
|
| -r Vowels |
|
| Prefixes |
|
| Sight Words |
|
| Memorized Words |
|
| |
|
