Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell.
English Language Arts and Reading.2.2.C.ii
The student is expected to
demonstrate and apply spelling knowledge by:
spelling words with silent letters such as knife and gnat;
Knowledge and Skills Statement
Demonstrated Proficiency of ELA.2.2.C.ii
Administer a Spelling Test
The spelling assessments should range from five to ten words a week with possible bonus words if necessary. Use words that follow the spelling pattern being focused on, but do not limit the list to a set of words studied during the week. For example, if students worked with the words lamb, knob, and gnome during the week, then they could be assessed on the words crumb, knock, and gnat. The spelling pattern is the same, but the words are not identical. This ensures understanding of the spelling pattern is occurring.
Supporting Information for ELA.2.2.C.ii
Research
Bear, D. R. & Templeton, S. (1998). Explorations in developmental spelling: Foundations for learning and teaching phonics, spelling, and vocabulary. The Reading Teacher, 52(3), 222–242. Retrieved from https://www.jstor.org/stable/20202044
Summary: Bear and Templeton address two broad questions in this article: What is our understanding of spelling development and how does this understanding fit within a broader model of literacy development? And what are the implications of the developmental model for spelling instruction and word study?