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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)