1. Understand that letters have different sounds.
2. Understand and record some beginning and ending sounds in words.
3. Generates inventive spelling representing initial and ending sounds.
Students are expected to demonstrate appropriate application of spelling knowledge to the revising and editing stages of writing.
1. Spell correctly frequently used grade-level-appropriate sight words.
2. Spell short vowel words using the cvc pattern (Example: it-hit, an-man).
3. Spell long vowel words using the cvce pattern (Example: lake, bone, time).
2. Spell frequently used words with irregular spelling patterns.
3. Spell prefixes and suffixes correctly.
4. Recognize the use of homophones/homonyms in spelling.
the plural (e.g., carry = carries), and common homophones (e.g., hair/hare).
2.*Spell phonetically regular multisyllabic words, contractions, and compounds.
3.*Increase the number of high frequency words spelled correctly.
4.*Spell words ending in –tion and –sion correctly.
5.*Use various sources of materials to check and correct spelling.
-tion), and prefixes (e.g., dis-, in-, un-, re-, mis-, pre-).
2.*Spell homophones correctly according to usage (e.g., to, too, two; there, their, they're).
(e.g., ought = brought, fought; urse = nurse, purse).
1. Spell previously misspelled words correctly in final writing products.
technology to check and correct spelling.
Demonstrate appropriate language mechanics in writing.
1. Distinguish correct spelling of commonly misspelled words and homonyms.