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.v
The student is expected to
demonstrate and apply spelling knowledge by:
spelling words using knowledge of syllable division patterns, including words with double consonants in the middle of the word; and
Knowledge and Skills Statement
Demonstrated Proficiency of ELA.2.2.C.v
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. This ensures understanding of the spelling pattern instead of rote memorization of words.
Supporting Information for ELA.2.2.C.v
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?