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
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.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?