Words Their Way

Encoding Assessment- Words Their Way:

•K-3rd: Use the Primary Spelling Inventory

•4-5th: Use the Elementary Spelling Inventory

•6-12th: Use the Upper-Level Spelling Inventory

A practical, systematic, research-based approach to word study

Words Their Way is a teacher-directed, student-centred approach to vocabulary growth and spelling development where students from Foundation to junior secondary engage in a variety of sound, pattern and meaning activities, sorting pictures and words.

Words Their Way enables teachers to assess, clearly identify and document each student's spelling stage, group students with common needs and tailor activities to improve students’ spelling knowledge.

Ask students to number their paper (or prepare a numbered paper for kindergarten or early first grade). Call each word aloud and repeat it. Say each word naturally, without emphasizing phonemes or syllables. Use it in a sentence, if necessary, to be sure students know the exact word. Sample sentences are provided along with the words. After administering the inventory, use a Feature Guide, Class Composite Form, and, if desired, a Spelling-by-Stage Classroom Organization Chart to complete your assessment. Error Guide forms for the Primary and Elementary Inventories are available at PDToolkit for Words Their Way. The online assessment application helps complete the feature guide and create a class composite automatically.

1. To score by hand, make a copy of the appropriate Feature Guide (PSI p. 320, ESI p. 324, USI p. 327) for each student. Draw a line under the last word used if you called fewer than the total number and adjust the possible total points at the bottom of each feature column.

2. Score the words by checking off the features spelled correctly that are listed in the cells to the right of each word. For example, if a student spells bed as BAD, he gets a check in the initial b cell and the final d cell, but not for the short vowel. Write in the vowel used (a, in this case), but do not give any points for it. If a student spells train as TRANE, she gets a check in the initial tr cell and the final n cell, but not for the long vowel pattern. Write in the vowel pattern used (a–e in this case), but do not give any points for it. Put a check in the “Correct” column if the word is spelled correctly. Do not count reversed letters as errors but note them in the cells. If unnecessary letters are added, give the speller credit for what is correct (e.g., if bed is spelled BEDE, the student still gets credit for representing the consonants and short vowel), but do not check “Correct” spelling.

3. Add the number of checks under each feature and across each word, double-checking the total score recorded in the last cell. Modify the ratios in the last row depending on the number of words called aloud.