Marcus is a third grader that has been previously retained.  When he reads, he prefers to read chapter books from the Magic Treehouse series silently.  During small reading group, he breaks words into chunks that are unfamiliar to him.  When he writes stories in his journal, he often misspells words that have complex long vowel patterns.    What is an appropriate instructional activity to help Marcus?

Which spelling stage are students typically in for the longest length of time?

When administering a spelling inventory, what should not be done?

Which assessment is not a formal spelling inventory?

Which pair of developmental stages are synchronized?

Where within the zone of proximal development should lessons be taught?

Which characteristic best describes a student in the syllables and affixes stage?

What can transitional readers do?

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