beginning reading writing teks talk image

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.

Observe students during learning-centers time when they are working on activities that involve spelling. Use a checklist or take anecdotal notes to keep track of words the students spell.

 

Kindergarten sound-spelling patterns include VC, CVC, and CCVC words. These spelling patterns will consist of words with short vowels, consonant blends, and digraphs.
to write/form words from letters

Research

1. International Literacy Association. (2018). Explaining phonics instruction: An educator’s guide [Literacy leadership brief]. Newark, DE: Author. Retrieved from https://www.literacyworldwide.org/docs/default-source/where-we-stand/ila-explaining-phonics-instruction-an-educators-guide.pdf?sfvrsn=1a16a48e_6

Summary: This guide for educator's contains an explanation of phonics and different ways that it is taught.

2. 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 skill.

3. 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?