K.2.C.i
The Standard
spelling words with VC, CVC, and CCVC
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 listen for each sound in a short word and write the matching letters in order. They include both consonants when a word begins with a blend, as in “flag” or “stop.”
What Mastery Looks Like
- Students segment a spoken word and write a letter for each sound in order. They correctly spell words such as “at,” “dog,” and “clap” without dropping sounds.
Common Misconceptions
- Students may leave off the final consonant or use the wrong short vowel. They may also write only one consonant in a beginning blend, spelling “stop” as “sop.”
How to Assess It
- Dictate “up,” “sit,” “map,” “flag,” and “stop.” Ask students to stretch each word aloud, then write every sound they hear.
Lesson moves
Ways to Teach It
Give students letter tiles and picture cards for words like sun, map, flag, and stop, then have them build each word.
Ask students to explain how stretching the word “clap” helps them hear all four sounds before writing it.
Play Word Builder Bingo using teacher-dictated words such as in, cat, hop, frog, and step.
Have students label classroom objects or pictures with short words such as pen, rug, clock, and flag.
Keep exploring
Related Standards
- 5.2.B.i
spelling multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and f...
- 3.2.B.v
spelling words using knowledge of syllable division patterns such as VCCV, VCV, and VCCCV;
- K.2.B.ii
using letter-sound relationships to decode, including VC, CVC, CCVC, and CVCC words;
- 1.2.C.i
spelling words with closed syllables, open syllables, VCe syllables, vowel teams, and r-controlled syllables;
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