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Spelling Assistance - Frequently Misspelled Word List

Providing an individualized frequently misspelled word list to support a student who has difficulty spelling.

 

Allowable on at least one state assessment Allowable on state assessment: This accommodation is allowable on at least one state assessment. See which tests allow this accommodation

Assistive Technology

Examples Include:

  • Student-made

  • Teacher-made

  • Commercially produced

How to Implement:

  • 1.

    Identify and create a list of words the student has difficulty spelling.

    Identify and create a list of words the student has difficulty spelling.

  • 2.

    Model the use of the list during appropriate assignments.

    Model the use of the list during appropriate assignments.

  • 3.

    Lead guided practice as the student uses the list, using a think-aloud strategy.

    Lead guided practice as the student uses the list, using a think-aloud strategy.

  • 4.

    Assign independent practice opportunities with the list during appropriate assignments.

    Assign independent practice opportunities with the list during appropriate assignments.

  • 5.

    Monitor and record the student’s progress and the effectiveness of the list.

    Monitor and record the student’s progress and the effectiveness of the list.

  • 6.

    Share progress and effectiveness with the student, the educational team, and the family.

    Share progress and effectiveness with the student, the educational team, and the family.

Review the TEA policy document for details about allowable use of spelling assistance during test administration. 

State Assessment
Allowability

Some accommodations appropriate for instructional use may not be allowable on a statewide assessment. Select the state assessment to view the implementation policies.

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Type: Designated Support 

Assessments: 

  • STAAR English I and English II (written composition ONLY)

Student Eligibility Criteria:

  • receives Section 504 or special education services,
  • routinely, independently, and effectively uses it during classroom instruction and classroom testing, and
  • is capable of organizing and developing ideas and understands the basic function and use of written language conventions (e.g., sentence structures, irregular verbs) but has a disability that is so severe that he or she cannot apply basic spelling rules or word patterns (e.g., silent letters, base words with affixes) to written responses. 

same as STAAR

same as STAAR

STAAR Spanish grade 4 writing (written composition ONLY)

same as STAAR

STAAR Spanish grade 4 writing (written composition ONLY)