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Third Grade Spelling/Word Work Dictation Assessment/Check In

Third Grade Spelling/Word Work Dictation Assessment/Check In
Resource Type
Common Core Standards
Product Rating
4.0
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PDF (Acrobat) Document File

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Product Description

This "Word Work Check-In" is a generic spelling assessment used to assess third grade spelling patterns. The border is a free "Chicken Scratch" background downloaded years ago that I can no longer locate online. :)

HOW DO I USE THIS? My third grade colleagues and I create simple sentences based off of our weekly (or bi-weekly) patterns. Each sentence usually contains two words following the spelling pattern we taught earlier in the week. We grade the spelling pattern words ONLY and plug that into the score (usually the score is out of six). If we are able to assess the grammar lesson, we usually try to plug that into the sentences too. For example, if grammar was common versus proper nouns, we will use both within the sentences, however, we leave notes about grammar at the bottom and we do not plug it into the final score at the top.

WHY DO SENTENCES? Sending home spelling lists promotes memorization, it is not truly assessing whether the student can apply the spelling pattern independently and in writing. If a particular lesson has several spelling patterns (long i in Journeys has -igh, closed syllable /i/, and -ie), we make sure to include words with each type.

WHAT ARE WE DOING IF WE DON'T SEND LISTS HOME EACH WEEK? At the end of each week (or two), parent communication goes home with the new spelling pattern with THREE example words (not the usual 15 word list). We encourage parents to notice these patterns for the week in their daily reading and daily life with their children. Students receive explicit, spelling instruction whole-group, and some students receive additional explicit instruction in small-groups too. During the week, students independently participate in Word Work, which looks different in different classrooms. Some word work ideas are:

- cutting and gluing word cards to notice patterns and sounds and categorizing them

- classroom scavenger hunts with printed words or items around the classroom that may have the same spelling patterns

- book hunt, where students keep track of the patterns they find in their independent texts on sticky notes

- writing activities (rainbow write, ABC order, etc.)

- categorize, record words on online portfolios like Seesaw

NOTE: If the spelling pattern is a particularly difficult one, or if students show difficulty with learning the pattern during the week, the lesson may be extended into a second week. Additional instruction and practice may be given.

Total Pages
1 page
Answer Key
N/A
Teaching Duration
N/A
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