Dear Deanna,

Here are grading ideas for the Cloze Story Word Test; however, keep in mind that this formative test’s primary purpose is to pinpoint the exact words each student in your class has not yet learned on the Core Words list (a blackline master in your Sourcebook). The words on this list are words toward which you’re working for mastery. When students miss these words on the Cloze Story Word Test, they are targeted for discussion and study. By the way, remember to send this Core Word list home so that students and parents know the words for focus this school year.

Although you’ve undoubtedly already given your first Cloze Story Word Test, some teachers with students new to the program do not grade the first test. They give the test for practice so that students learn how a cloze format works. In fact, many teachers new to the program are discovering this right along with their students. There are ideas for administering the test in your Sourcebook (see Word Test in the Teaching Notes), as well as the Appleseed article that provides specific how-to ideas for giving the test (Appleseed, January 2007, Sourcebook Teaching Tips, Spelling Word Differentiation Using the Cloze Story Word Test). 

Most teachers grade a student’s Cloze Story Word Test by noting the number of words the student spelled or used incorrectly. This number is recorded in a grade book. As you know, all words are systematically recycled through subsequent tests, so that the words any student misses are automatically retested. Words students often have difficulty mastering are recycled extensively. If students conscientiously study the words they miss, they do not continue to miss them when they are recycled on upcoming tests. This helps students to improve their grades over time.

At the end of the grading period, most teachers use the information in the grade book to help determine a final grade for that period. Two elements are important to them as they peruse the numbers that have accumulated for students’ performance on the Cloze Story Word Tests. The first element is the total number of errors. Second, they look at the progress each student is making. For example, if early on a student misses several words on a test, but now is missing only a few words, improvement is validated. These two elements help teachers make a judgment to determine the grade.

Most often, the final grade includes more than input from the Cloze Story Word Test. Other Sourcebook assessments can influence a student’s final grade. (See Evaluating Spelling in your Sourcebook Teaching Notes.) Further, keep in mind that grading systems differ. Some final grades are letters, some are numbers, some may be written or oral evaluations, some grades may be in a rubric format. The grading format impacts grades as well. You can see an example of one grading format in the Grading Options chart at www.sittonspelling.com.

Regardless of the grading system or criteria you use, make it clear to students and parents what is being evaluated and how. Frequently provide examples of good work that reflects your criteria—this is a powerful practice that research confirms is helpful to students to learn to succeed. 

For students who are not succeeding, provide modifications. For example, if students are missing many words on the Cloze Story Word Test, employ a testing and grading alteration. (See Students with Spelling Challenges in your Sourcebook Teaching Notes—note the response to the sidenote question: Can students challenged by spelling participate in the Word Test?) Do not simply give a failing grade to students who initially miss many words on the test. Instead, have empathy for students transitioning into this program, which requires past spelling words to be remembered, not just spelled correctly for a one-time test. Recall that most customary spelling programs do not test students over time, unannounced, to ensure that essential words are being learned long term. The goal of this program is long-term mastery of words for everyday writing.

Deanna, two related archived Appleseed articles may also help you help students challenged by the Cloze Story Word Test. First, see the November 2006 issue: What suggestions do you have for students who routinely miss more than half the words on the Cloze Story Word Test? Second, read the November 2007 issue: Can students pre-study the words if they're missing too many on the test? Both articles are helpful to accommodate students who are having difficulty.

The best to you during this first year of teaching spelling and word skills using the Sourcebook methodology. For more ideas, attend a Sitton training seminar—see the schedule at www.epsbooks.com/pd or use the Tutor Me Training^® CD-ROM at your grade level. For more information on Tutor Me, go to www.epsbooks.com/sittonspelling.

PS: I’m glad you’re placing emphasis on your Cloze Story Word Tests. See this Appleseed issue for more information on the importance of the words on this test in the Sourcebook Teaching Tips section—The Most Important Sourcebook Element for Spelling Success