Spelling & Encoding Words 

Code

Standard 2

Progression

objectives in chronological order with shifts bolded

how the objectives develop & change through the grade levels

K.2.SE.1

Students will represent major consonants logically in phonetic spelling (e.g., “lefnt” for elephant or “apl” for apple).

Kindergarten students will apply their knowledge of the major consonant sounds by using inventive spelling using primarily the prominent consonant sounds. Invented spelling provides an opportunity for the students to demonstrate an understanding of the core letter-sound relationships.   

K.2.SE.2

Students will represent all of the sounds in a Consonant/Vowel/ Consonant (CVC) word logically in phonetic spelling (e.g., "kat" for cat or "fer" for fur).

In kindergarten, students will primarily use letter-sound relationships to spell words.  Invented spelling may be used so words may not be spelled correctly at this point.  For example, “kup” for cup demonstrates a strong understanding of alphabetic principle.

1.2.SE.1*

Students will use correct spelling when writing the following sounds in words: 

A. consonants 

B. short vowels 

C. digraphs 

D. consonant blends 

E. vowel-consonant silent e

First grade students will correctly spell words with sounds that include consonants, short vowels, digraphs, consonant blends, and vowel-consonant silent e.  The student will move from phonetic spelling to using more correct spelling patterns.

1.2.SE.2

Students will correctly spell high-frequency and irregularly-spelled words by using common letter/sound correspondences and recalling the irregular parts of words (e.g., the: th- is a common letter/sound correspondence, -e is irregular).

In first grade, students will begin to correctly spell high frequency and irregularly-spelled words that include regular and irregular spelling patterns.  The focus is on applying the regular spelling rules and identifying and recalling the irregular part of the word.

2.2.SE.1*

Students will use correct spelling when writing the following sounds in words: 

A. digraphs 

B. trigraphs 

C. vowel digraphs 

D. r-controlled

Second grade students will continue to build on prior skills using spelling rules and conventions.  Students will correctly spell words with sounds including digraphs and the addition of trigraphs, vowel digraphs, and r-controlled vowel patterns.

3.2.SE.1

Students will use correct spelling when writing the following sounds in words:

● diphthongs

● schwa (i.e., /ə/)

● silent letter combinations (e.g., knew, could, ghost)

● hard/soft c, g (e.g., cover, celebrate, gorilla, general)

Third-grade students build on previously learned skills to practice properly spelling words with sounds that include diphthongs, schwas, silent letter combinations, and hard/soft c and g.

4.2.SE.1

5.2.SE.1

Students will use correct spelling when writing unfamiliar and multisyllabic words, using their combined knowledge of the following skills:

● letter-sound correspondences

● all major syllable types (i.e., closed, consonant +le, open, vowel digraphs, vowel silent e, r-controlled)

Upper elementary students expand their knowledge of spelling conventions and apply them to both unfamiliar and multisyllabic words, focusing on letter-sound correspondences (understanding every letter represents a specific sound) and their combined knowledge of all syllable types covered in previous grade levels.

Spelling & Encoding with Syllable Types 

Code

Standard 2

Progression

objectives in chronological order with shifts bolded

how the objectives develop & change through the grade levels

2.2.SE.2*

Students will use correct spelling when writing the following syllable types in single-syllable and multisyllabic words:

A. closed 

B. open

C. vowel-consonant silent e 

D. r-controlled

Second grade students will begin to apply syllable rules to correctly spell single-syllable or multisyllabic words with closed, open, vowel-consonant silent e, and r-controlled syllable types. Multisyllabic instruction should be explicit and include varied practice.

3.2.SE.2

Students will use correct spelling when writing the following syllable types in single-syllable and multisyllabic words:

● vowel digraphs

● consonant + -le

Third grade students will review previously learned syllable types while expanding their knowledge of new syllable types. Students will use previously taught skills to correctly spell words with closed, open, vowel-consonant silent e, and r-controlled syllable types. Students will learn to correctly spell single- and multisyllabic words that include vowel digraphs (e.g. two vowels that form one sound) and words combining consonant + -le (e.g. puzzle, table, castle).

4.2.SE.1

5.2.SE.1

Students will use correct spelling when writing unfamiliar and multisyllabic words, using their combined knowledge of the following skills:

● letter-sound correspondences

● all major syllable types (i.e., closed, consonant +le, open, vowel digraphs, vowel silent e, r-controlled)

Fourth and fifth grade students expand their knowledge of spelling conventions and apply them to both unfamiliar and multisyllabic words, focusing on letter-sound correspondences (understanding every letter represents a specific sound) and their combined knowledge of all syllable types covered in previous grade levels.

Spelling & Encoding Using Structural Analysis 

Code

Standard 2

Progression

objectives in chronological order with shifts bolded

how the objectives develop & change through the grade levels

2.2.SE.3*

Students will use structural analysis to correctly spell the following parts of words: 

A. common prefixes 

B. common suffixes 

C. common spelling rules related to adding prefixes and suffixes (e.g., dropping the final -e, doubling a consonant) 

*sequential skills

Second grade students will begin to apply the structural spelling rules to correctly spell words with common prefixes and suffixes.  In addition, the students will use the necessary spelling rules to add prefixes and suffixes.

3.2.SE.3 

Students will use structural analysis to correctly spell the following parts of words: 

● common prefixes 

● common suffixes 

● common spelling rules related to adding prefixes and suffixes (e.g., changing y to i, doubling a consonant)

Third-grade students analyze the structure of words to continue building on spelling skills from previous grade levels, with a focus on prefix/suffix spelling rules.

4.2.SE.2

5.2.SE.2

Students will use structural analysis to correctly spell the following parts of words: 

● contractions 

● abbreviations

● common spelling rules related to adding prefixes and suffixes

Upper elementary students analyze the structure of words to continue applying spelling rules related to prefixes and suffixes, as well as properly spelling contractions and abbreviations.