Table of Contents Page Number

1
Introduction
2-6
Phonogram Assessment Procedures
• Kindergarten/First-Grade Students New to Spalding 2-3
• First Grade Students Who Were Taught Spalding in 4-6
Kindergarten and All Older Students
7-18
Spelling Assessment Procedures
• Kindergarten/First-Grade Students New to Spalding 7-11
• First Grade Students Who Were Taught Spalding in 12-18
Kindergarten and All Older Students
19-27
Morrison-McCall Spelling Scale
• Description and Use 19
• Lists 1 – 8 20-27
29-52
Testing and Record-Keeping Forms
Phonogram Assessment Forms
• First-Grade Phonogram Introduction & Practice Example 31-32
• Phonogram Introduction & Practice Record 33-34
• First/Second-Grade Written Phonogram Pre/Post Test 35-36
• Written Phonogram Pre/Post Test for Third Grade and 37-38
Above
• Written Phonogram Pre/Post Test Class Record 39-40
• Oral Phonogram Pre/Post Test 41
Spelling Assessment Forms
• First/Second-Grade Spelling List 1 43-44
• Morrison-McCall Spelling Scale Pre/Post Test – List 1 45-46
• Morrison-McCall Class Progress Report 47
• Class Initial Instructional Level Tally Sheet 48
• First/Second-Grade Spelling List 49-50
• Morrison-McCall Spelling List 51-52
Introduction
The Spelling Assessment Manual (SAM) is aligned
to instruction in The Spalding Method® as
described in the fifth edition of The Writing Road to
Reading.
In The Spalding Method, the term assessment
includes informally observing and evaluating
students’ daily behavior and progress, as well as
measuring their performance on quizzes and
formal tests. Performance assessments evaluate
observable actions such as saying and writing the
phonograms or spelling Ayres words accurately.
Norm-referenced, standardized assessments such
as the Morrison-McCall Spelling Scale measure
how students are doing relative to their peers.
Romalda Spalding believed that “teaching is a constant stream of professional
decisions made before, during, and after interaction with students. She wanted
teachers to be decision makers” (text, p. 168). The purpose of this
Manual is to help Spalding teachers and parents become instructional
decision makers.

The Spalding Method promotes optimal learning because it is

a diagnostic teaching method. This means that teachers …

• determine students’ initial instructional level by comparing

their achievement with grade-level curricula.

• continuously observe and informally evaluate students’

performance and behavior to plan appropriate lessons with
sufficient practice activities.

• informally and formally evaluate student achievement to

adjust instruction to meet students’ needs.
This Manual includes phonogram and spelling assessment procedures, the
Morrison-McCall Spelling Scale, and forms to simplify testing and record
keeping. Forms can also be downloaded from:
http://www.spalding.org/GuideForms/SpellingManual. The SAM page references are
to Chapter 1, The Spelling Lesson and Chapter 5, Planning Integrated Language
Arts Lessons in The Writing Road to Reading.

1
Phonogram Assessment Procedures

Kindergarten/First-Grade Students New to Spalding

Getting Started
Kindergarten or first-grade children who have not been taught The Spalding
Method are not pretested. On the first day of school, begin language
development, phonemic awareness and prewriting as described in Preparation
for Reading and Writing on text pages 1 through 4. When kindergartners
demonstrate understanding of these concepts, teach handwriting with
phonograms as described on pages 11 – 30. Phonogram assessment begins by
observing students’ performance on daily oral and written phonogram reviews
and on weekly phonogram tests. The following procedures make daily and
ongoing phonogram assessment a natural part of teaching.

Evaluate daily oral and written phonogram reviews.

• During Step 1 of daily oral phonogram reviews (see text page 39), carefully
evaluate students’ pronunciation to determine which phonograms students
need to pronounce more precisely. During Step 2, ask questions that
check students’ knowledge of phonogram use.

• Evaluate students’ daily written phonogram reviews (see text pages 41-42)
to determine which phonograms students have difficulty spelling and which
handwriting rules/features students need to practice.

Select appropriate phonograms for daily reviews.

• Based on daily observations and

evaluations, sort phonograms into
two piles: those that need daily
practice and those that need less
frequent practice. The sorting
process may begin on Day 9 or
sooner if students have already
mastered some of the first 26.

The First-Grade Phonogram

Introduction & Practice Example
(see pages 31-32) provides a

2
 visual representation of this process. Note: By Day 8, thirty-two
phonograms have been introduced. To review no more than thirty at a
time, on Day 9 two of the first twenty-six are not practiced. On Day 10 six
of the first twenty-six phonograms are not practiced.

• Use the Phonogram Introduction & Practice Record* (see pages 33-34) to
keep track of phonograms introduced and practiced.

• Adjust instruction as needed. Text pages 18 and 32 provide criteria to

evaluate manuscript and cursive handwriting rules/features that need
reteaching and daily practice. Also see examples for adjusting phonogram
and handwriting instruction on text page 191.

Provide weekly phonogram quizzes to measure progress.

• Analyze results of daily oral and written phonogram reviews.
• Provide daily practice of those missed.
• Select no more than thirty for a weekly quiz.
• Use scores on weekly quizzes as spelling grades.

*NOTE to teachers of third grade or above:

This form is useful at any grade level. For older students,

twenty-six alphabet letters may be introduced on Day 1.

3
First Grade Students Who Were Taught Spalding in
Kindergarten and All Older Students
If first-graders were taught The Spalding Method in kindergarten, you may
pretest to determine which phonograms they have mastered. Pretest all second
grade and older students.

Pretest to evaluate student knowledge of phonograms.

• Copy one First/Second-Grade Written

Phonogram Pre/Post Test (pages 35-36) for
each student

OR

one Written Phonogram Pre/Post Test for Third

Grade and Above (pages 37-38) for each
student.

• Copy sufficient Written Phonogram Pre/Post Test

Class Records (pages 39-40) to record all
students’ test results.

4
 • Explain to students this is not a graded test by saying,

“This tells me what I need to teach you. Draw a line if

you don’t remember a phonogram.”

• Dictate no more than 35 phonograms at one time in this order: clock, line,
multi-letter.

• Collect student papers. Record mastery of each phonogram on the Written

Phonogram Pre/Post Test Class Record (pages 39-40).

• Use the Class Record to determine which phonograms require daily

practice. (See page 2.)

• When needed for detailed diagnosis of individual students, copy the Oral
Phonogram Pre/Post Test (page 41).

• Save students’ phonogram pretests to compare with their posttests.

• For students who have not had Spalding instruction, introduce all
phonograms as described on text pages 11 – 30, but increase the pace of
introduction and adjust the oral and written phonogram reviews based on
the pretest information.

5
Evaluate daily oral and written phonogram reviews to
adjust instruction.
• Follow procedures outlined under Kindergarten/First-Grade (pages 2-3).

• When eighty percent of students in second grade and above can

automatically read and write all seventy phonograms (mastery), stop daily
oral and/or written phonogram reviews. Continue daily reviews in small
groups for all students still experiencing difficulty. (Other students may
read independently.)

Post Test to evaluate grade-level achievement.

• Copy one First/Second-Grade Written Phonogram Pre/Post Test
(pages 35-36) or one Written Phonogram Pre/Post Test for Third Grade
and Above (pages 37-38) for each student.

• Copy sufficient Written Phonogram Pre/Post Test Class Records (pages

39-40) to record all students’ results.

• Dictate seventy phonograms in any order (no more than thirty-five at one
sitting).

• Collect student papers. Record mastery of each phonogram on the Written

Phonogram Pre/Post Test Class Record.

• Compare results with the pretest to determine individual gain scores and
average grade-level achievement of the class.

6
Spelling Assessment Procedures
Spelling assessment is accomplished through daily observations and quizzes,
weekly tests, and by formally assessing student performance monthly on the
Morrison-McCall Spelling Scale. Daily and weekly quizzes of newly-dictated
words assess students’ short term memory of phonograms and language rule
structure. Monthly Morrison-McCall Spelling Scale tests measure students’ long-
term memory.

Kindergarten and First-Grade Students New to

Spalding
After forty-five phonograms have been introduced and practiced to the accurate
level, and students have been prepared for dictation (see text pages 46-48), use
the procedures and example dialogue on text pages 49–51 to dictate the
Extended Ayres Word List.

Daily Assessments
Daily evaluation of notebooks and spelling of the dictated words is crucial for
student learning. All errors need to be corrected so students are not learning
incorrect information. This process is simplified by following these steps.

• Monitor (observe) during spelling dictation.

Be sure all students say, then write the words on the same lines so
notebooks can be easily checked and students can read for spelling and
reading in unison daily.

• From the beginning, teach students to evaluate (proofread) and correct

their own errors by using your model on the board.

Proofreading is the last step in the dictation process because it provides

practice for editing their own compositions and for taking standardized
spelling tests.

• Evaluate each notebook.

• Write a primary spelling/vocabulary notebook to use as a model for

your daily notebook checks.

7
Kindergarten and First-Grade Students New to
Spalding

Daily Assessments (continued)

• Put a small check beside each error; erase it when it has been
corrected. If you notice many errors on a particular word, list that word
for reteaching and extra practice.

• Teach students to pair, share, repair with a partner.

When students become quite good at proofing their own notebooks,

have them compare notebooks, then correct their own errors before
submitting their notebooks to you for final checking.

This is time well spent because it will save many minutes when you do
the final check. Very soon most notebooks will be perfect because
students realize they are held accountable.

• Each day evaluate students’ reading for spelling.

• Have students read one syllable words by sound and multi-syllable

words by syllable.

• Listen for precise pronunciation such as vowels in unaccented

syllables, words in which rule 29 applies, and the like.

Daily evaluation and correction of pronunciation while students read for

spelling improves spelling accuracy on weekly tests and compositions.

• Give daily quizzes to identify words for reteaching and/or additional

practice.

8
 • Analyze spelling errors to refine instruction (see examples of adjusting
instruction on text page 191).

Common Errors Examples

Incorrect phonogram(s) wuz for was; celler for cellar

Inability to apply rule(s) tel for tell; runing for running

Inability to sequentially process sounds fith for fifth; inspet for inspect

Incorrect homonym (vocabulary) see for sea; course for coarse

• Analyze handwriting performance (see handwriting criteria on text page

18 and examples of adjusting handwriting instruction on text page 191).

• Provide specific, immediate feedback and reteach as needed.

Return daily quizzes; have students put tiny checks beside missed
words in their notebooks so they can study those words for the weekly
test. Include difficult phonograms in daily written reviews and work with
the words that students missed.

• Evaluate daily integrated spelling/writing lessons and board work.

• Elicit oral responses to check students’ understanding of English rule

structure.

• Determine which skills need more practice.

• Have absentees write all words in their notebooks using your notebook as
a model.

9
Kindergarten and First-Grade Students New to
Spalding
Weekly Assessments
• Give weekly spelling tests to evaluate achievement.

After students can write sentences (Section I),

include spelling the words and rule explanations
on the weekly test. Have first-grade students
explain rule application of one or two words on
the back of their tests.

Use these weekly tests for two spelling grades:

1) accurately spelling the words and 2) applying
the rules.

• Evaluate selected compositions for spelling

performance.

Another spelling grade may be given on selected

science, social studies, and language arts
assignments. Inform students that in these assignments they are
accountable for correct spelling of all words that have been written in their
spelling/vocabulary notebooks. Recording spelling grades teaches
students that spelling is important for more than the weekly spelling test.

• Use weekly spelling assessments to adjust instruction.

• Analyze spelling errors and handwriting performance on the weekly test

as you did the daily quizzes and reteach as needed.

• Analyze pacing. When eighty percent of students achieve ninety

percent or better on the weekly spelling tests, increase the pace by
dictating forty or even fifty words a week (ten per day) whenever time
permits. The more words students analyze, write, and read for reading
(as whole words), the better their reading fluency and comprehension
will be.

• Do not test on the additional words dictated. Continue to give the

weekly test on each successive set of thirty words because spelling is
more difficult than reading. During the week, have students frequently
read these thirty words for spelling and explain how rules apply in
specific words.

10
Monthly Assessments
• On about the same day each month, give successive Morrison-McCall
Spelling Scale tests (see Lists 2 – 8) on
pages 21-27.

• Copy one First/Second Grade Spelling

List form (pages 49-50) for each
student.

• Have students write the list number (2-8)

in the blank, then write their names,
date, and grade level.

• Use the testing procedures on pages

12-16 to measure on-going progress.

• Evaluate monthly progress and refine instruction.

• Copy the Morrison-McCall Class Progress Report (see page 47).

• Determine each student’s grade status score using Table 1 on page 16.

• Use guidelines on page 18. Also see Adjusting Instruction - Examples

on text page 191.

• On the ninth month, copy one First/Second Grade Spelling List 1

(pages 43-44) for each student.

• Use the same testing procedures and record on the Morrison-McCall

Class Progress Report.

• Determine students’ annual spelling progress.

11
First Grade Students Who Were Taught Spalding in
Kindergarten and All Older Students
To determine where to begin spelling instruction, pretest first-graders who had
Spalding in kindergarten or older students using the procedures described
below.

Pretest to identify each student’s instructional level.

Prepare for the Pretest

• Copy one First/Second-Grade Spelling List 1

(pages 43-44) for each student

OR

one Morrison-McCall Spelling Pre/Post Test –

List 1 (pages 45-46) for each student.

• Practice the exact pronunciation of each word

in the Morrison-McCall Spelling Scale
applicable list until you enunciate clearly and
correctly. (Do not exaggerate sounds/syllables.) Use
Webster’s New International Dictionary as the standard.
For the pretest, dictate as follows:

Grade-Level Number of Words

First Grade 10
Second Grade 35
Third Grade and Above 50

Students will often surprise their teachers by spelling correctly

words considered difficult for their grade level or by failing to
spell words considered easy for their grade level. While the
same Scale is used for measuring all grades, the norms for
upper-grade students are much higher than for lower-grade
students.

• Study these instructions for dictating the Morrison-McCall Spelling

Scale list below.
Use only the illustrative sentences in which these words are contained. For
List 1 say, “run-----The boy can run ----- run.”

12
• Reduce the possibility of copying by checking desk arrangement and
planning to monitor during testing.

• Remove all distracting elements from the environment and post a

testing notice to discourage interruptions while a test is in
progress.

• Provide sharpened pencils and have extra pencils available.

Administer the Pretest Prior to Beginning Instruction (Day 1)

• Have students clear desks. Have each student write name, date, and
grade at top of the appropriate pretest.

• Give directions distinctly, at moderate speed, paying careful attention to

emphasis. Speak loudly enough for all students to hear without difficulty.
Insist courteously but firmly upon prompt attention from the start.

• Avoid preliminary coaching and special helps during the test. Use the
following standardized introductory remarks.

Say:

“I will now dictate some spelling words. This is not a test; it

tells me what I need to teach you. I will pronounce each
word, use it in a sentence, and pronounce it again. If you
do not know how to spell a word, draw a line in the space,
and wait for the next word. Try to spell as many words as
you can. Be sure to dot the i’s and j’s and cross t’s.” (If two
grades are being assessed, the teacher will add, “Every
one will spell the same words.”)

• Collect papers as soon as students have written the last word.

13
First Grade Students Who Were Taught Spalding in
Kindergarten and All Older Students
Determine each student’s instructional level.
Each student’s instructional level is the point at which the student begins missing
many words.

• Check each misspelled word.

To avoid subjective scoring, the standard of correctness is absolute

accuracy. Count American or British spelling as correct depending upon
locale. (See Extended Ayres (EA) Word List in the text.) Consider the
following as errors:

• letter reversals
• the letters i or j if they do not have a dot
• the letter t if it is not crossed
• words not pronounced e.g. “tops” for the word “top,” or “men” for “man”

If in doubt as to the child’s spelling, consider the word wrong. On the

pretest, pay no attention to capitalization. On Lists 2 – 8 and the Post Test
count capitalization of the spelling words wrong.

• Count the number of words spelled correctly and record this number
beside # correct on the back of each student’s Pre/Post Test.

14
• Use Table 1 on page 16 to determine each student’s Grade Status (GS)
and record on the back of each
student’s Pre/Post Test. This figure
compares the student’s achievement
with the norms.

EXAMPLE: John has 3 words correct;

his grade status is 1.7. This means that
a score of 3 is the norm for first grade at
the end of the seventh month of
instruction. Marcia has 19 words correct;
her grade status is 3.7.

• Draw a line on the prepost test to

separate the words that are mostly
correct from those that are mostly (or
all) incorrect – student’s instructional
level. Use Table 1 on page 16 to identify
the EA section where the student began missing many (or all) words and
record it on the back of each student’s pretest.

EXAMPLE: John began missing every word after red. His instructional
level is Section A-G. Marcia began missing every word after body, word
16; her instructional level is Section L.

• Copy the Morrison-McCall Class Progress Report (page 47).

• List students in alphabetical

order; record their GS score in
the first column labeled List 1.
(Record students’ scores on
this form monthly.)

• Do not return students’ papers.

Tests are kept secure so they
can be used for diagnosis in
succeeding years.

• Save students’ pretests to

compare with the post tests.
(To review and document
individual student progress,
teachers may save all monthly tests.)

15
First Grade Students Who Were Taught Spalding in
Kindergarten and All Older Students
TABLE 1

Words Grade Extended Words Grade Extended

Correct Status Ayres Correct Status Ayres
Section Section
0 0.0 - 25 4.7 P
1 1.3 A-G 26 4.9 Q
2 1.5 A-G 27 5.1 Q
3 1.7 A-G 28 5.2 R
4 1.8 A-G 29 5.4 R
5 1.9 A-G 30 5.6 R
6 2.0 A-G 31 5.8 S
7 2.1 H 32 6.0 S
8 2.2 H 33 6.2 T
9 2.3 I 34 6.4 T
10 2.4 I 35 6.6 T
11 2.5 J 36 6.8 U
12 2.6 J 37 7.0 U
13 2.7 K 38 7.3 V
14 2.9 K 39 7.5 V
15 3.1 L 40 7.7 V
16 3.3 L 41 8.0 W
17 3.4 M 42 8.4 W
18 3.5 M 43 8.8 W
19 3.7 N 44 9.3 X
20 3.9 N 45 9.8 X
21 4.1 O 46 10.5 X
22 4.2 O 47 11.2 Y
23 4.3 O 48 11.7 Y
24 4.5 P 49 12.5 Y
25 4.7 P 50 13.0 Z

16
Determine the class’s initial instructional level.
• Copy the Class Initial Instructional Level
Tally Sheet (page 48) to use for your class.

• Place a tally mark representing each

student’s initial instructional level in the
appropriate EA Section box on the Tally
Sheet.

The EA Section with the most tally marks is

the class’s initial instructional level.

If the class scores are scattered, refer to

the grade-level mastery chart on text page
444 of the Recommended Scope and
Sequence to compare it with the section
that has the most tallies. Determine class’s
initial instructional level.

If the majority of first-grade students who were taught Spalding in

kindergarten test beyond Sections A - G, reintroduce Section A – G, but
increase the pace. For example, dictate 40 or 50 words per week until the
class’s instructional level is reached. Emphasize handwriting performance.

• After 70 phonograms have been introduced and practiced to the accurate

level and students have been prepared for dictation (see text pages 46-
48), begin dictating the Extended Ayres Word List (see text pages 252-
397) in the section identified as the class’s instructional level.

• Teach (or reteach) the phonogram(s) or rule(s) that apply to missed words
but never reteach the Morrison-McCall Spelling Scale words directly.

Assess daily and weekly performance

• Assess student performance daily and weekly using the procedures
described under Kindergarten/First-Grade Students New To Spalding on
pages 7-10.

• After each weekly test, analyze spelling performance and note errors using
the procedures on page 10. Also see Adjusting Instruction - Examples on
text page 191.

17
First Grade Students Who Were Taught Spalding in
Kindergarten and All Older Students

Evaluate monthly progress to refine instruction

• Copy the First/Second Grade Test Spelling List form (pages 43-44) or the
Morrison-McCall Spelling List form (pages 45-46).

• Give successive tests (Lists 2 – 8) on about the same day each month.
(Do not return students’ papers. If tests are kept secure, they can be used
for diagnosis in succeeding years.) Give List 1 as the posttest.

• Follow the pretest procedures on pages 12-13 for dictating each list.

• Use Table 1 (page 16) to determine the grade status for each child.

• Record each student’s GS score on the Morrison-McCall Class Progress

Report (page 47).

• Analyze the words students missed to determine what needs to be

retaught. Use procedures on page 10 and Adjusting Instruction - Examples
on text page 191.

• Compare monthly progress.

If the majority of students are making steady progress, you are probably
teaching at the correct level of difficulty.

If only a few children are not progressing, analyze several of their monthly
tests. Frequently you see improvement in one area, but new errors have
occurred. Identifying these helps you refine instruction.

If most students stay at the same score for several months, it may be for
one of the following reasons:

• Dictation of Ayres word sections is too slow to introduce new rules

required for spelling more difficult words.

• Insufficient reading for spelling from notebooks daily (both current and
previously taught words).

• Insufficient rule application practice.

18
Morrison-McCall Spelling Scale

The Morrison-McCall Spelling Scale consists of eight standardized, fifty-word

tests of equal difficulty. The Scale was developed by J. Cayce Morrison, Ph.D.
and William A. McCall, Ph.D.; Dr. Morrison was a Specialist in Educational
Measurements at the State Department of Education, Albany, New York. Dr.
McCall was a professor of educational psychology at Teachers College,
Columbia University, New York.

The words were selected from the Extended Ayres List of high frequency words
compiled by Dr. Leonard P. Ayres and Dr. B. R. Buckingham. The authors
acknowledged the assistance of these gentlemen and expressed appreciation for
the teachers and superintendents of the New York State schools who
participated in the norming samples. These norms represent average
achievement for 57,337 students. The grade scores for each test range from
Grade 1.0 to Grade 13, first-year college.

Mrs. Spalding incorporated the Extended Ayres list in The Writing Road to
Reading and obtained permission to reproduce the Morrison-McCall Spelling
Scale. This Scale is now in the public domain. Therefore, we have incorporated
the pertinent parts in the SEI Spelling Assessment Manual. Spelling scores on
standardized achievement tests should be at least one year above the grade
placement for each child to assure subject area competence and a smooth
transition to the next grade.

In The Spalding Method, the Morrison-McCall Spelling Scale is used …

• to identify the initial instructional level of individual students and the class.

• to evaluate monthly student/class progress.

• to gather information to refine instruction.

List 1 is used for the pretest and posttest. Lists 2 through 8 are administered on
or about the same day each succeeding month.

Spelling is a complex skill. The more we analyze students’ progress, the more
adept we become at diagnosing difficulties and adjusting our teaching to meet
every child’s instructional needs.

19
 Morrison - McCall Spelling Scale List 1
1. run The boy can run. run
2. top The top will spin. top
3. red My apple is red. red
4. book I lost my book. book
5. sea The sea is rough. sea
6. play I will play with you. play
7. lay Lay the book down. lay
8. led He led the horse to the barn. led
9. add Add these figures. add
10. alike These books are alike. alike
11. mine That bicycle is mine. mine
12. with Mary will go with you. with
13. easy Our lessons are not easy. easy
14. shut Please shut the door. shut
15. done Has he done the work? done
16. body The chest is a part of the body. body
17. anyway I shall go anyway. anyway
18. omit Please omit the next verse. omit
19. fifth This is my fifth trip. fifth
20. reason Give a reason for being late. reason
21. perfect This is a perfect day. perfect
22. friend She is my friend. friend
23. getting l am getting tired. getting
24. nearly Nearly all of the candy is gone. nearly
25. desire I have no desire to go. desire
26. arrange Please arrange a meeting for me. arrange
27. written I have written four letters. written
28. search Search for your book. search
29. popular He is a popular boy. popular
30. interest Show some interest in your work. interest
31. pleasant She is very pleasant. pleasant
32. therefore Therefore I cannot go. therefore
33. folks My folks have gone away. folks
34. celebration There will be a celebration today. celebration
35. minute Wait a minute. minute
36. divide Divide this number by ten. divide
37. necessary It is necessary for you to study. necessary
38. height What is your height?. height
39. reference He made reference to the lesson. reference
40. career The future holds a bright career for you. career
41. character He has a good character. character
42. separate Separate these papers. separate
43. committee The committee is small. committee
44. annual This is the annual meeting. annual
45. principle The theory is wrong in principle. principle
46. immense The man is carrying an immense load. immense
47. judgment The teacher’s judgment is good. judgment
48. acquaintance He is an acquaintance of mine. acquaintance
49. discipline The army discipline was strict. discipline
50. lieutenant He is a lieutenant in the army. lieutenant

20
 Morrison – McCall Spelling Scale List 2
I. can I can go with you. can
2. ten I have ten cents. ten
3. old How old are you? old
4. six I am six years old. six
5. ice He slipped on the ice. ice
6. child The child is ill. child
7. his His arm was broken. his
8. that That is my dog. that
9. far How far are you going? far
10. form Form a circle. form
11. glad l am glad to see you. glad
12. same Her name is the same as mine. same
13. night Owls come out at night. night
14. cent I haven’t a cent. cent
I5. within Keep within the law. within
16. point Point toward the north. point
17. money How much money do I owe you? money
18. picture Whose picture is this? picture
19. change Do not change your position. change
20. number Number your papers. number
21. struck He was struck by lightning. struck
22. personal It is a personal matter. personal
23. address Do you know her address? address
24. several I have several hats. several
25. known I have known her a week. known
26. their Their homes were flooded. their
27. perhaps Perhaps you are right perhaps
28. popular Golf is a popular game. popular
29. against He fell against the wall. against
30. treasure The hidden treasure was found. treasure
31. investigate I will investigate for you. investigate
32. certain I am certain of the date. certain
33. really Are you really going?. really
34. conference The teachers had a conference. conference
35. business His business is important. business
36. citizen Mr. Smith is a good citizen. citizen
37. elaborate The decorations were elaborate. elaborate
38. association They formed a large association. association
39. evidence We have plenty of evidence. evidence
40. secretary My secretary is accurate. secretary
41. character He has a good character. character
42. cordially He welcomed us cordially. cordially
43. especially I am especially happy today. especially
44. disappoint I will not disappoint you. disappoint
45. decision The boy made an excellent decision. decision
46. parliament We attended Parliament. parliament
47. recommend Can you recommend that book? recommend
48. endeavor Endeavor to do your best. endeavor
49. privilege It is your privilege to go. privilege
50. villain The burglar was a villain. villain

21
 Morrison – McCall Spelling Scale List 3
1. is He is here. is
2. now Come now. now
3. little Little children play. little
4. did Did you go? did
5. hat Put on your hat. hat
6. hot The rolls are hot. hot
7. was She was here yesterday. was
8. ran Bob ran. ran
9. told She told a story. told
10. sold He sold his top. sold
11. hope l hope to go away. hope
12. room This is your room. room
13. light The light hurts my eyes. light
14. stamp Stamp the letter. stamp
15 push Push the door open. push
16. third The third problem is easy. third
17. few I have read few books. few
18. wire The basket is made of wire. wire
19. tax People tax themselves. tax
20. there There goes the postman. there
21. raise Raise the window. raise
22. request Your request will be granted. request
23. truly The money is truly yours. truly
24. cities Many people live in cities. cities
25. sail Boats sail on water. sail
26. whose Whose apple is this? whose
27. attempt Attempt to spell correctly. attempt
28. search Search carefully for your book. search
29. consider I will consider your request. consider
30. complete John’s work is complete. complete
31. piece Would you like a piece of cake? piece
32. system The city has a water system. system
33. national Our national flag is beautiful. national
34. refer To whom do you refer? refer
35. absence Can you explain your absence? absence
36. majority We will do what the majority wish. majority
37. unfortunate It was an unfortunate accident. unfortunate
38. session The next session will be important. session
39. discussion We had an interesting discussion. discussion
40. experience What experience have you had? experience
41. proceed Proceed with the explanation. proceed
42. practical This is a practical example. practical
43. preliminary This is a preliminary report. preliminary
44. receipt Keep the receipt. receipt
45. possess What talent do you possess? possess
46. restaurant Who owns this restaurant? restaurant
47. parallel Parallel lines never meet. parallel
48. physician He is a good physician. physician
49. kerosene Kerosene is an oil that bums. kerosene
50. pneumonia Heavy colds cause pneumonia. pneumonia

22
 Morrison – McCall Spelling Scale List 4
1. she Is she at home? she
2. man That man is good. man
3. good Be a good boy. good
4. this This book is mine. this
5. over The ball is over the fence. over
6. say You must say your prayers. say
7. belong Does this pen belong to you? belong
8. stand Please stand up. stand
9. sick The doctor is sick. sick
10. foot I hurt my foot. foot
11. sister My sister is here. sister
12. inside Come inside the tent. inside
13. mail Please mail my letter. mail
14. two I have two apples. two
15. began I began work last week. began
16. watch Watch that man. watch
17. happen It does not happen often. happen
18. sight I lost sight of the bird. sight
19. bridge The bridge is large. bridge
20. front The front of the car is smashed. front
21. elect I hope they elect my choice. elect
22. refuse I refuse to go. refuse
23. pleasure It was a great pleasure. pleasure
24. vacation I had two months’ vacation. vacation
25. repair I must repair my wheel. repair
26. surprise It will be a surprise. surprise
27. select Please select your gifts. select
28. weigh How much do you weigh? weigh
29. publication It was a good publication. publication
30. adopt He will adopt the child. adopt
31. century That happened a century ago. century
32. assist Will you assist me? assist
33. summon Please summon help. summon
34. invitation I accept the invitation. invitation
35. automobile I have a new automobile. automobile
36. colonies The colonies will govern themselves. colonies
37. foreign She is of foreign birth. foreign
38. arrangement I like the arrangement. arrangement
39. campaign The campaign started today. campaign
40. imagine Can you imagine such a thing? imagine
41. extreme His tastes are extreme. extreme
42. organization It is a large organization. organization
43. immediate I had an immediate reply. immediate
44. employees The employees had a raise in pay. employees
45. accommodate I will gladly accommodate you. . accommodate
46. superintendent He is the superintendent. superintendent
47. allege I allege he is not guilty. allege
48. stationery He gave me a box of stationery. stationery
49. vaguely His impression was vaguely remembered. vaguely
50. sovereign The sovereign prince is ill. sovereign

23
 Morrison – McCall Spelling Scale List 5
1. is The apple is red. is
2. now Now is the time for play. now
3. you You must be quiet. you
4. all All the boys are here. all
5. must You must recite today. must
6. come Come with me. come
7. door Close the door. door
8. yard This stick is a yard long. yard
9. got I got a new hat yesterday. got
10. blow Blow out the light. blow
11. cast Cast aside your worries. cast
12. blue Her eyes are blue. blue
13. eye My eye hurts. eye
14. they They will be waiting. they
15. able He is able to go out. able
16. dash He made a dash for the door. dash
17. begun Have you begun your work? begun
18. stood He stood erect. stood
19. offer I made them a good offer. offer
20. rule What rule did you use? rule
21. aboard He is now aboard the ship. aboard
22. district It happened in your district. district
23. navy I want to join the navy. navy
24. beautiful What a beautiful tree! beautiful
25. trouble Keep out of trouble. trouble
26. period Every period is filled. period
27. connection There is no connection here. connection
28. wear Wear your new uniforms. wear
29. machine The machine is broken. machine
30. secure The fastenings are secure. secure
31. total What is the total score? total
32. difference There is little difference. difference
33. official He is the best official we have. official
34. accept I will accept your offer. accept
35. various I have various kinds of candy. various
36. assure I will assure him of his safety. assure
37. expense A car is an expense. expense
38. testimony His testimony could not be shaken. testimony
39. coarse This material is coarse. coarse
40. independent He is independent. independent
41. athletic She is athletic. athletic
42. bicycle I have a new bicycle. bicycle
43. convenient It will be convenient for me. convenient
44. exquisite The trimmings are exquisite. exquisite
45. orchestra The orchestra played several times. orchestra
46. thoroughly I am thoroughly displeased. thoroughly
47. cemetery Let’s go to the cemetery. cemetery
48. tortoise The tortoise lives on land. tortoise
49. appropriate Congress will appropriate large sums. appropriate
50. proficiency His proficiency was remarkable. proficiency

24
 Morrison – McCall Spelling Scale List 6
1. it It is time to go. it
2. the The snow is falling. the
3. will Will you go with me? will
4. your Your paper is soiled. your
5. make Make up your mind now. make
6. hand Give me your hand. hand
7. yes Yes, l will go. yes
8. bring Bring me another book. bring
9. north I expect to go up north. north
10. block We live on the same block. block
11 card Did you leave your card? card
12. post The post has fallen. post
13. glass Do not break that glass. glass
14. would Would you like some cake? would
15. gone They have been gone an hour. gone
16. fell He fell and hurt himself. fell
17. collect Please collect the papers. collect
18. fix The men will fix the chair. fix
19. suffer She did not suffer any. suffer
20. carry Carry this package for me. carry
21. jail He is in jail. jail
22. restrain He could not restrain his anger. restrain
23. fourth This is the fourth period. fourth
24. flight The birds’ flight was rapid. flight
25. entrance The entrance is closed. entrance
26. addition The addition is correct. addition
27. firm The firm is bankrupt. firm
28. entertain I will entertain your mother. entertain
29. toward We went toward the north. toward
30. honor Have you no honor? honor
31. mention Do not mention my name. mention
32. examination The examination was difficult. examination
33. victim He is a victim of circumstances. victim
34. impossible It is impossible to hear. impossible
35. decide Decide for yourself. decide
36. relief My relief was sincere. relief
37. responsible Who is responsible for this? responsible
38. principal He is principal of the school. principal
39. columns How many columns have you? columns
40. individual Who is this individual? individual
41. sincerely He spoke sincerely. sincerely
42 calendar Where is the calendar? calendar
43. artificial Those flowers are artificial. artificial
44. familiar Those sounds are familiar. familiar
45. perceived I perceived the answer. perceived
46. surgeon He is a great surgeon. surgeon
47. enthusiasm This enthusiasm is wonderful. enthusiasm
48. extraordinary He is an extraordinary person. extraordinary
49. immediately I left immediately after you. immediately
50 lieutenant He is first lieutenant. lieutenant

25
 Morrison – McCall Spelling Scale List 7
1. and You and l will go. and
2. last I went the last time. last
3. we We are tired. we
4. out Come out of the dark. out
5. make Make him come in. make
6. ring Ring the bell. ring
7. low The ceilings are low. low
8. tell Tell the truth. tell
9. white Her teeth are very white. white
10. spring The cat will spring at you. spring
11. south The birds have gone south. south
12. town What town is this? town
13. party We had a fine party. party
14. any Have you any money? any
I15. suit Is that suit new? suit
16. fight Wild animals fight. fight
17. file File these letters. file
18. born You were born in 1910. born
19. built He built a canoe. built
20. chain Make a daisy chain. chain
21. shed The horse is in the shed. shed
22. royal The royal palace was destroyed. royal
23. population What is the population of Boston? population
24. travel I shall travel a great deal. travel
25. importance The work is of great importance. importance
26. employ We employ two girls. employ
27. region What region are you in? region
28. salary What is your salary? salary
29. success Her success is wonderful. success
30. promise Promise to keep quiet. promise
31. arrive When does the train arrive? arrive
32. particular I am not particular. particular
33. estimate Can you estimate the amount? estimate
34. concern He is a member of our concern. concern
35. entitle It will entitle you to a prize. entitle
36. occupy Do not occupy all the space. occupy
37. beginning This is the beginning of a new chapter. beginning
38. apparent His delight was apparent. apparent
39. desirable This location is desirable. desirable
40. innocent Are you innocent of this deed? innocent
41. appreciate I appreciate your kindness. appreciate
42. disease This disease is incurable. disease
43. associates They are business associates. associates
44. finances The finances were well handled. finances
45. recommended You are well recommended. recommended
46. precipice She fell over the precipice. precipice
47. physician He is my physician. physician
48. mortgage The mortgage is due tomorrow. mortgage
49. dispensary There is a new dispensary in our town. dispensary
50. guarantee I will guarantee his work. guarantee

26
 Morrison – McCall Spelling Scale List 8
1. go You may go home. go
2. up Put up the window. up
3. my My head aches. my
4. time What time is it? time
5. street What street is this? street
6. live Where do you live? live
7. soft The ice cream is soft. soft
8. five I have five cents. five
9. spent I spent all my money. spent
10. river This river is small. river
11. deep The river is deep. deep
12. stay Stay in the house. stay
13. upon He came upon a mine. upon
14. could Could you mend the toy? could
15. track The track is six miles long. track
16. buy Please buy me some candy. buy
17. provide I will provide for the future. provide
18. goes He goes away today. goes
19. center Point to the center of the circle. center
20. death His death was very sad. death
21. retire It is time to retire. retire
22. objection Have you any objection? objection
23. proper Is this the proper heading? proper
24. rapid His work was rapid. rapid
25. carried I carried the banner. carried
26. property The property is mine. property
27. convict The convict has escaped. convict
28. visitor We have a visitor. visitor
29. drown The flood will drown the plants. drown
30. wreck There was a sad wreck today. wreck
31. supply The supply is exhausted. supply
32. affair It was a gala affair. affair
33. accident It was an accident. accident
34. associate I will not associate with them. associate
35. political There is a political meeting tonight. political
36. probably Probably we shall be late. probably
37. application You must file your application. application
38. ascending I was ascending the stairs. ascending
39. extremely We are extremely thankful to you. extremely
40. leisure We spent our leisure time fishing. leisure
41. emergency I reached for the emergency brake. emergency
42. foreigners The foreigners enjoyed the food. foreigners
43. development The development was perfect. development
44. intelligent She is an intelligent child. intelligent
45. seized The man seized the falling child. seized
46. orchestra The orchestra played well. orchestra
47. syllables Pronounce the syllables distinctly. syllables
48. mortgage The mortgage is due. mortgage
49. persistence Her persistence was amazing. persistence
50. incessant The talking was incessant. incessant

27
28
Testing and Record-Keeping Forms

29
30
 First Grade Phonogram Introduction & Practice Example
Day Day Day Day Day Day Day Day Day Day
Phonograms 1 2 3 4 5 6 7 8 9 10
1. a IOW OW OW OW OW OW OW OW OW OW
2. c IOW OW OW OW OW OW OW OW OW OW

3. d IOW OW OW OW OW OW OW OW OW OW
4. f IOW OW OW OW OW OW OW OW SKIP SKIP
5. g IOW OW OW OW OW OW OW OW OW
6. o IOW OW OW OW OW OW OW OW OW
7. s IOW OW OW OW OW OW OW OW OW
8. qu IOW OW OW OW OW OW OW OW OW
9. b IOW OW OW OW OW OW OW OW
10. e IOW OW OW OW OW OW OW OW
11. h IOW OW OW OW OW OW SKIP SKIP
12. i IOW OW OW OW OW OW OW OW
13. j IOW OW OW OW OW OW OW
14. k IOW OW OW OW OW OW SKIP
15. l IOW OW OW OW OW OW OW
16. m IOW OW OW OW OW OW SKIP
17. n IOW OW OW OW OW OW
18. p IOW OW OW OW OW SKIP
19. r IOW OW OW OW OW OW
20. t IOW OW OW OW OW SKIP
21. u IOW OW OW OW OW
22. v IOW OW OW OW OW
23. w IOW OW OW OW OW
24. x IOW OW OW OW OW
25. y IOW OW OW OW
26. z IOW OW OW OW
27. sh IOW OW OW OW
28. ee IOW OW OW OW
29. th IOW OW OW
30. ow IOW OW OW
31. ou IOW OW OW
32. oo IOW OW OW
33. ch IOW OW
34. ar IOW OW
35. ay IOW OW
36. ai IOW OW *

Key: I = Introduction O = Oral Phonogram Review W = Written Phonogram Review

Continued on next page

31
 First Grade Phonogram Introduction & Practice Example
Day Day Day Day Day Day Day Day Day Day
Phonograms 10 11 12 13 14 15 16 17 18 19
37. oy IOW OW OW OW OW OW OW OW OW OW
38. oi IOW OW OW OW OW OW OW OW OW OW
39. er IOW OW OW OW OW OW OW OW OW OW
40. ir IOW OW OW OW OW OW OW OW OW OW
41. ur IOW OW OW OW OW OW OW OW OW
42. wor IOW OW OW OW OW OW OW OW OW
43. ear IOW OW OW OW OW OW OW OW OW
44. ng IOW OW OW OW OW OW OW OW OW
45. ea IOW OW OW OW OW OW OW OW
46. aw IOW OW OW OW OW OW OW OW
47. au IOW OW OW OW OW OW OW OW
48. or IOW OW OW OW OW OW OW OW
49. ck IOW OW OW OW OW OW OW
50. wh IOW OW OW OW OW OW OW
51. ed IOW OW OW OW OW OW OW
52. ew IOW OW OW OW OW OW OW
53. ui IOW OW OW OW OW OW
54. oa IOW OW OW OW OW OW
55. gu IOW OW OW OW OW OW
56. ph IOW OW OW OW OW OW
57. ough IOW OW OW OW OW
58. oe IOW OW OW OW OW
59. ey IOW OW OW OW OW
60. igh IOW OW OW OW OW
61. kn IOW OW OW OW
62. gn IOW OW OW OW
63. wr IOW OW OW OW
64. ie IOW OW OW
65. dge IOW OW OW
66. ei IOW OW
67. eigh IOW OW
68. ti IOW
69. si IOW
70. ci IOW

Key: I = Introduction O = Oral Phonogram Review W = Written Phonogram Review

32
 Phonogram Introduction & Practice Record
Day Day Day Day Day Day Day Day Day Day
Phonograms 1 2 3 4 5 6 7 8 9 10
1. a
2. c
3. d
4. f
5. g
6. o
7. s
8. qu
9. b
10. e
11. h
12. i
13. j
14. k
15. l
16. m
17. n
18. p
19. r
20. t
21. u
22. v
23. w
24. x
25. y
26. z
27. sh
28. ee
29. th
30. ow
31. ou
32. oo
33. ch
34. ar
35. ay
36. ai
Key: I = Introduction O = Oral Phonogram Review W = Written Phonogram Review

33
 Phonogram Introduction & Practice Record
Day Day Day Day Day Day Day Day Day Day
Phonograms 10 11 12 13 14 15 16 17 18 19
37. oy
38. oi
39. er
40. ir
41. ur
42. wor
43. ear
44. ng
45. ea
46. aw
47. au
48. or
49. ck
50. wh
51. ed
52. ew
53. ui
54. oa
55. gu
56. ph
57. ough
58. oe
59. ey
60. igh
61. kn
62. gn
63. wr
64. ie
65. dge
66. ei
67. eigh
68. ti
69. si
70. ci

Key: I = Introduction O = Oral Phonogram Review W = Written Phonogram Review

34
 First/Second-Grade Written Phonogram Pre/Post Test

Name Date Grade

35
 First/Second-Grade Written Phonogram Pre/Post Test

Name Date Grade

Total Correct % Correct

36
Written Phonogram Pre/Post Test for Third Grade and Above

Name Date Grade

37
 Written Phonogram Pre/Post Test for Third Grade and Above

Name Date Grade

Total Correct % Correct

38
 Written Phonogram Pre/Post Test Class Record

Names

Phonograms
1. a
2. c
3. d
4. f
5. g
6. o
7. s
8. qu
9. b
10. e
11. h
12. i
13. j
14. k
15. l
16. m
17. n
18. p
19. r
20. t
21. u
22. v
23. w
24. x
25. y
26. z
27. sh
28. ee
29. th
30. ow
31. ou
32. oo
33. ch
34. ar
35. ay
36. ai
Key: + = mastered

39
 Written Phonogram Pre/Post Test Class Record

Names

Phonograms
37. oy
38. oi
39. er
40. ir
41. ur
42. wor
43. ear
44. ng
45. ea
46. aw
47. au
48. or
49. ck
50. wh
51. ed
52. ew
53. ui
54. oa
55. gu
56. ph
57. ough
58. oe
59. ey
60. igh
61. kn
62. gn
63. wr
64. ie
65. dge
66. ei
67. eigh
68. ti
69. si
70. ci
Total correct
% correct
Key: + = mastered

40
 Oral Phonogram Pre/Post Test
Student Name: *

a sh ed
c ee ew
d th ui
f ow oa
g ou gu
o oo ph
s ch ough
qu ar oe
ay ey
b ai igh
e oy kn
h oi gn
i er wr
j ir ie
k ur dge
l wor ei
m ear eigh
n ng ti
p ea si
r aw ci
t au
u or
v ck
w wh
x
y
z
* Individual student pretest. Administer to students who need more detailed
diagnosis.

41
42
 First/Second-Grade Spelling List 1
Name Date Grade

1 15

2 16

3 17

4 18

5 19

6 20

7 21

8 22

9 23

10 24

11 25

12 26

13 27

14 28
Morrison-McCall List 1

43
 First/Second-Grade Spelling List 1
Name Date Grade

29 40

30 41

31 42

32 43

33 44

34 45

35 46

36 47

37 48

38 49

39 50

# Correct Grade Status EA Section

44
 Morrison-McCall Spelling Pre/Post Test – List 1

Name Date Grade

1 16

2 17

3 18

4 19

5 20

6 21

7 22

8 23

9 24

10 25

11 26

12 27

13 28

14 29

15 30

45
 Morrison-McCall Spelling Pre/Post Test – List 1

Name Date Grade

31 41

32 42

33 43

34 44

35 45

36 46

37 47

38 48

39 49

40 50

# Correct Grade Status EA Section

46
 Morrison-McCall Class Progress Report
Teacher School
Year Grade
Directions: On about the same day each month, record each student’s grade status score on each successive Morrison-McCall Spelling Scale List.

Name List 1 List 2 List 3 List 4 List 5 List 6 List 7 List 8 List 1 Gain

47
 Class Initial Instructional Level Tally Sheet
Directions: To determine the class’s instructional level, place a tally representing each
student’s instructional level in the box designating the Extended Ayres word section.

1. run Sections A - G 26. arrange Section Q

2. top 27. written
3. red
4. book 28. search Section R
5. sea 29. popular
6. play 30. interest

7. lay Section H 31. pleasant Section S

8. led 32. therefore

9. add Section I 33. folks Section T

10. alike 34. celebration
35. minute
11. mine Section J
12. with 36. divide Section U
37. necessary
13. easy Section K
14. shut 38. height Section V
39. reference
15. done Section L 40. career
16. body
41. character Section W
17. anyway Section M 42. separate
18. omit
43. committee Section X
19. fifth Section N 44. annual
20. reason
45. principle Section Y
21. perfect Section O 46. immense
22. friend
23. getting 47. judgment Section Z
48. acquaintance
24. nearly Section P 49. discipline
25. desire 50. lieutenant

48
 First/Second-Grade Spelling List ___
Name Date Grade

1 15

2 16

3 17

4 18

5 19

6 20

7 21

8 22

9 23

10 24

11 25

12 26

13 27

14 28
Morrison-McCall List

49
 First/Second-Grade Spelling List ___
Name Date Grade

29 40

30 41

31 42

32 43

33 44

34 45

35 46

36 47

37 48

38 49

39 50

# Correct Grade Status EA Section

50
 Morrison-McCall Spelling List ___

Name Date Grade

1 16

2 17

3 18

4 19

5 20

6 21

7 22

8 23

9 24

10 25

11 26

12 27

13 28

14 29

15 30

51
 Morrison-McCall Spelling List ___

Name Date Grade

31 41

32 42

33 43

34 44

35 45

36 46

37 47

38 48

39 49

40 50

# Correct Grade Status EA Section

52
53
54