English Language Arts and Reading.4.11.D.xi

The student is expected to

edit drafts using standard English conventions, including:

 

correct spelling of words with grade-appropriate orthographic patterns and rules and high-frequency words; and

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.

Students should understand that correct spelling is important to effective communication. When a writer spells words correctly, the message of a piece of writing is clearer. Because language requires a common understanding of words to build ideas, misspellings can interrupt the reader’s flow as they pause to determine what the writer meant to say. In some cases, the misspelling is confusing because it spells a real word.
During the editing stage of the writing process, students further improve their drafts and often prepare them for publication by correcting conventions errors. Ensuring that the standard rules of the English language have been correctly applied helps readers more easily comprehend the information because they are not having to interrupt their thinking to determine what the writer intended to say.
sight words Automatic recognition of these words is essential for fluent reading.
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 spell words correctly according to these common spelling patterns and spelling rules, such as using double consonants to divide the syllable of some words like battle and channel.
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. Accessed online at https://journals.sagepub.com/doi/pdf/10.1080/10862960701675341

Summary: Vocabulary learning is central to reading ability 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.