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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.

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.

to write/form words from letters
The syllable division patterns students should be working on are VCCV, VCV, and VCCCV. Some examples of words include the following: VCV - camel (cam/el), final (fin/al), flavor (flav/or) VCCV - absent (ab/sent), bandit (ban/dit), forget (for/get) VCCV - hilltop (hill/top), hundred (hun/dred), dolphin (dol/phin)

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?