1.2.C.iv
The Standard
spelling high-frequency words from a research-based list
Texas Essential Knowledge and Skills for English Language Arts and Reading · The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell.
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students recall and write commonly used words without sounding out every letter. They learn irregular letter patterns and use the words correctly in sentences.
What Mastery Looks Like
- Students spell taught words correctly from memory during dictation and daily writing. They recognize mistakes and use a word wall or personal dictionary to make corrections.
Common Misconceptions
- Students may spell words only by sound, such as writing "sed" for "said." They may also confuse similar words, including "there" and "their," or copy a word correctly but misspell it later.
How to Assess It
- Dictate five recently taught words, then ask students to use two in complete sentences. Check spelling without displaying the words.
Lesson moves
Ways to Teach It
Build taught words with magnetic letters, mix the letters, then have partners rebuild and read each word.
Ask students to write which part of "said," "was," or "come" is tricky and explain how they remember it.
Play word wall relay by calling a word, having students find it, cover it, and write it from memory.
Have students write a lunch note or classroom reminder using five words from the current spelling list.
Keep exploring
Related Standards
Turn this exact standard into a lesson
Grade, subject, topic, and the complete standard are prefilled. Create one free, no account needed.