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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.

Work with students on dictation. Dictation should be done with five to ten words at a time. Words should include review words, or previously studied words and spelling patterns, as well as high-frequency words.

Inflectional endings are letters that are added to a base word and change the word meaning. In second grade, students should learn the three sounds that -ed can make (/ed/, /d/, /t/) and recognize when -s, -es, -ed, -ing, -er and -est is used.
Prefixes are groups of letters that are added to the beginning of a word to change its meaning. Prefixes such as re- (again), un- (not; the opposite of), and dis- (not) each have different meanings. For example, the word appear means to become visible. When students add the prefix re- to the beginning of appear (base word), the word reappear meaning “to become visible again is formed. Students must understand how the use of a prefix changes a base word.
to write/form words from letters

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:
(D)  spell base words with inflectional endings (e.g., -ing and -ed);
 


 


Research

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?