Download CCSS Spelling Continuum

CCSS Spelling Continuum
Kindergarten
1st Grade
2nd Grade
3rd Grade
Demonstrating command of the
conventions of spelling when
writing:
 Writing a letter or letters
for most consonant and
short-vowel sounds
(phonemes)
 Spelling simple words
phonetically, drawing on
knowledge of sound-letter
relationships
Demonstrating command of the
conventions of spelling when
writing:
 Using conventional spelling
for words with common
spelling patterns and for
frequently occurring
irregular words
 Spelling untaught words
phonetically, drawing on
phonemic awareness and
spelling conventions
Demonstrating command of the
conventions of spelling when
writing:
 Generalize learned spelling
patterns when writing
words (e.g., cage _ badge;
boy _boil)
 Consult reference
materials, including
beginning dictionaries, as
needed to check and
correct spellings
Phonics:
Phonics:
a. Know the spelling-sound
correspondences for common
consonant digraphs.
b. Decode regularly spelled onesyllable words.
c. Know final –e and common vowel
team
d. Use knowledge that every syllable
must have a vowel sound to
determine the number of syllables
in a printed word.
e. Decode two syllable words
following basic patterns by breaking
the words into syllables.
f. Read words with inflectional
endings.
g. Recognize and read grade
appropriate irregularly spelled
words.
Narrative Rubric:
a. Distinguish long and short vowels
when reading regularly spelled onesyllable words.
b. Know spelling-sound
correspondences for additional
common vowel teams.
c. Decode regularly spelled twosyllable words with long vowels.
d. Decode words with common
prefixes and suffixes.
e. Decode two-syllable words
following basic identify words with
inconsistent but common spellingsound correspondences.
f. Recognize and read gradeappropriate irregularly spelled
words.
Demonstrating command of the
conventions of spelling when
writing:
 Use conventional spelling
for high frequency and
other studied words and
for adding suffixes to base
words (e.g., sitting, smiled,
cries, happiness)
 Use spelling patterns and
generalizations (e.g., word
families, position-based
spellings, syllable patterns,
ending rules, meaningful
word parts) in writing
words
 Consult reference
materials, including
beginning dictionaries, as
needed to check and
correct spellings
Phonics:
a. Demonstrate basic knowledge of oneto-one letter sound correspondences by
producing the primary or many of the
most frequent sound for each
consonant.
b. Associate the long and short sounds
with common spellings (graphemes) for
the five major vowels.
c. Read common high frequency words
by sight (e.g., the, of, to, you, she, my, is,
are, do, does).
d. Distinguish between similarly spelled
words by identifying the sounds of the
letters that differ.
Narrative Rubric:



Spelling known high frequency
words correctly (30)
Spelling simple words
phonetically, drawing on
knowledge of sound-letter
relationships
Writing a letter or letters for most
consonant and short-vowel
sounds

Applying spelling patterns
Narrative Rubric:

Spelling known high frequency
words (K-2 Essential Word List)
Phonics:
a. Identify and know the meaning of
the most common prefixes and
derivational suffixes.
b. Decode words with common Latin
suffixes.
c. Decode multi syllable words.
d. Read grade-appropriate
irregularly spelled words.
Narrative Rubric:

Using grade level appropriate
spelling patterns (affixes-e.g., en,

Printing many upper- and
lowercase letters




4th Grade
Spelling essential words correctly
in writing (75)
Spelling untaught words
phonetically, drawing on
phonemic awareness and spelling
conventions
Printing all upper- and lowercase
letters.
Adding word endings accurately
( s, ed, ing)
5th Grade

6th Grade
Demonstrating command of the
conventions of spelling when
writing:
 Spell grade-appropriate
words correctly, consulting
references as needed
Demonstrating command of the
conventions of spelling when
writing:
 Spell grade-appropriate
words correctly, consulting
references as needed
Demonstrating command of the
conventions of spelling when
writing:
 Spell correctly
Phonics and Word
Recognition:
Phonics and Word
Recognition:
a. Use combined knowledge of all
letter sound correspondences,
syllabication patterns, and
morphology (e.g., roots and affixes)
to read accurately unfamiliar
multisyllabic words in context and
out of context.
a. Use combined knowledge of all
letter sound correspondences,
syllabication patterns, and
morphology (e.g., roots and affixes)
to read accurately unfamiliar
multisyllabic words in context and
out of context.
b. Use common, grade appropriate
Greek or Latin affixes and roots as
clues to the meaning of a word (e.g.,
audience, auditory, audible).
Narrative Rubric
Narrative Rubric
Vocabulary
Narrative Rubric




Using grade level appropriate
spelling patterns (affixes-e.g., en,
in, on)
Spelling known high frequency
words correctly (Essential Word
List K-4)



Uses multiple strategies to spell
(visual patterns, sound patterns,
affixes, prefixes, most consistent
spelling rules)
Spells known high frequency
words correctly (Essential Word
List 3-6).)
Developing a student selected
spelling list of consistently used
“troublesome” words in addition
to the study of essential words

Uses multiple strategies to spell
(visual patterns, sound patterns,
affixes, prefixes, most consistent
spelling rules)
Spells known high frequency
words correctly (Essential Word
List 3-6).)
Developing a student selected
spelling list of consistently used
“troublesome” words in addition
to the study of essential words
in, on)
Spelling known high frequency
words correctly (Essential Word
List K-4)