writing process TEKS talk image

Knowledge and Skills Statement

Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions.

Task students with correcting the spelling of words in their own writing. This may include their writer’s notebook, reader’s notebook, or other forms of writing.

Further Explanation

This SE requires students to demonstrate their understanding of correct spelling of grade-appropriate words and high-frequency words when editing their own writing.

Correct spelling is important to effective communication. When a writer knows the correct order of the letters to spell words, the message of a piece of writing is clearer.
During the editing stage of the writing process, students further improve their drafts and often prepare for publication by correcting conventions errors. Ensuring that the standards of the English language have been applied correctly helps the audience more easily comprehend the information because they do not have to interrupt their thinking to determine what the writer intended to say.
sight words Automatic recognition of these words is essential for fluent reading.
the arrangement of letters that visually represent the correct spelling of a word(s) in a given language
Understanding a variety of common patterns of letters and rules for how words change depending on their usage is critical in knowing how to spell. Students must be able to spell words correctly according to these common spelling patterns and rules, such as using double consonants to divide the syllable of some words like battle and channel.
the set of conventions that apply to how words are spelled (Note: Not all words follow the orthographic rules of spelling.)
standard rules of the English language, including written mechanics such as punctuation, capitalization, spelling, paragraphing, etc. and written/oral grammar such as parts of speech, word order, subject-verb agreement, and sentence structure

Research

Ehri, L. C., & Rosenthal, J. (2007). Spellings of Words: A Neglected Facilitator of Vocabulary Learning. Journal of Literacy Research, 39(4), 389–409. Retreived from https://journals.sagepub.com/doi/pdf/10.1080/10862960701675341

Summary: Vocabulary learning is central to reading ability, spelling, and academic achievement. The review of literature reveals that little attention has been focused on the contributions that spelling might make to vocabulary learning. In this study the theory and evidence revealed that this is a serious oversight. The analysis shows that exposing second and fifth graders to the spellings of new vocabulary words enhances their memory for pronunciations and meanings of the words. Students with better developed orthographic knowledge benefit more from spellings in learning vocabulary words.