2.11.D.xi
The Standard
correct spelling of words with grade-appropriate orthographic patterns and rules and high-frequency words
Texas Essential Knowledge and Skills for English Language Arts and Reading · The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions.
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students reread drafts and correct misspelled words. They apply familiar spelling patterns and rules, and they check high-frequency words using classroom resources when needed.
What Mastery Looks Like
- Students correctly spell common words and words that follow taught patterns, such as vowel teams, inflected endings, and consonant doubling. They use a word wall, dictionary, or personal spelling list to correct uncertain words during editing.
Common Misconceptions
- Students may spell only by sound, writing “sed” for “said” or “hoping” as “hopeing.” They may also miss spelling errors when rereading because the intended word still makes sense to them.
How to Assess It
- Give students this exit ticket: “Correct the spelling mistakes in: I sed the fox was runing home becaus it was late.” Ask them to explain one correction.
Lesson moves
Ways to Teach It
Give pairs letter tiles to build base words, then add endings such as -ed and -ing while recording any spelling changes.
Ask students to explain why “hoped” and “hopped” are spelled differently, using the base words in their response.
Play Spelling Detective by having students find and correct pattern-based and high-frequency spelling errors in short teacher-made sentences.
Students edit a pretend lunch menu, correcting misspelled food names and common words before creating a clean copy.
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