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.
Knowledge and Skills Statement
A knowledge and skills statement is a broad statement of what students must know and be able to do. It generally begins with a learning strand and ends with the phrase “The student is expected to:” Knowledge and skills statements always include related student expectations.
Conduct a more formal assessment during small-group or one-on-one instruction and ask students to spell specific words. They can spell the words orally, use plastic letters, or write the words.
- VC—in, it, on, up, is, if, us, am, at, as
- CVC—cab, sad, rag, jam, pan, lap, rat, bed, ten, jet, kid, wig, him, fin, dip, kit, dog, hot, fog, hop, rot, cub, mug, tug, gum, run, sun, bug
- CCVC—chat, chip, shop, shut, that, this, grab, slam, swim, frog, trap, ship, clam, grin, snip, sled, skip, spin, trim, plan, plug, whip, them
Glossary Support for ELA.K.2.C.i
VC - in, it, on, up, is, if, us, am, at, as
CVC - sad, jam, pan, lap, rat, bed, ten, jet, kid, him, fin, dip, kit, dog, hot fog, hop, rot, cub, mug, tug, gum, run, sun, bug
CCVC - chat, chip, shop, shut, that, this, grab, slam, swim, frog, trap, ship, grin, snip, sled, skip, spin, trim, plan, plug
Related 2009 Student Expectation
This student expectation is related to the following SE from the 2009 reading/language arts TEKS.
(18) Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to:
1. What Works Clearinghouse. (n.d.). Foundational skills to support reading for understanding in kindergarten through 3rd grade: practice guide summary. Washington, DC: Institute of Education Science. Retrieved from https://ies.ed.gov/ncee/wwc/PracticeGuide/21
Summary: This practice guide provides four recommendations for teaching foundational reading skills to students in kindergarten through 3rd grade. Each recommendation includes implementation steps and solutions for common obstacles. The recommendations also summarize and rate supporting evidence. This guide is geared towards teachers, administrators, and other educators who want to improve their students’ foundational reading skills.
2. 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 addresses 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?