English Language Arts and Reading.2.2.C.iv
The student is expected to
demonstrate and apply spelling knowledge by:
spelling multisyllabic words with multiple sound-spelling patterns;
Knowledge and Skills Statement
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.
Demonstrated Proficiency of ELA.2.2.C.iv
Use a checklist or a rubric that includes high-frequency words and spelling patterns the class has been taught. Students should not be penalized for words with patterns that have not been taught.
While spelling tests and dictation are easy to score, analyzing writing samples for spelling requires a rubric.
Sample rubric:
Mastery—80%+ of the words are spelled correctly
Approaching—60–79% of the words are spelled correctly
Intervention Needed—59% or less of the words are spelled correctly
Supporting Information for ELA.2.2.C.iv
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?