Spelling

Knowledge Required for Spelling

1. Phonological Knowledge

  • Definition: Ability to use sounds to spell words.

  • Kindergarten learning:

    • Learn letters and their sounds.

    • Example: Spelling ‘cover’ as ‘kover’ based on the sound /k/.

  • Challenges:

    • Some consonants (c, g, d, q, s, y, x) have multiple sounds.

    • Example: Spelling ‘lamb’ as ‘lam’ omitting the silent ‘b’.

2. Orthographic Knowledge

  • Definition: Understanding of written system spelling rules.

  • Importance: Essential for accurate spelling beyond phonological knowledge.

  • Examples:

    • ‘Race’: Has three sounds /r/, /a/, /s/ but requires silent ‘e’ at the end.

    • ‘Cough’: Three sounds /k/, /o/, /f/ but could be incorrectly spelled as ‘kof’.

3. Morphological Knowledge

  • Definition: Understanding of word structures and forms.

  • Role in spelling: Integral for recognizing complex word forms.

4. Relation to Learning Standards

  • Missouri State Learning Standards (aligned with CCSS):

    • Emphasis on phonemic awareness in reading development.

  • Grade-level expectations for phonemic awareness:

    • Kindergarten: Identifying sounds, producing rhymes, distinguishing rhyming pairs, blending and segmenting phonemes.

    • Mastery expected by end of first grade.