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.
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. For example, if students worked with the words lamb, knob, and gnome during the week, then they could be assessed on the words crumb, knock, and gnat. The spelling pattern is the same, but the words are not identical. This ensures understanding of the spelling pattern is occurring.
Glossary Support for ELA.2.2.C.ii
Related 2009 Student Expectation
This student expectation is related to the following SE from the 2009 reading/language arts TEKS.
(23) Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to:
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?