LANGUAGE: Spelling, Updated June 24, 2009
K
1
2
3
4
5
Six Step
Vocabulary/Target
Words
-sight word
-alphabet
-letter
-consonants
-short vowels
-long vowels
-alphabetical order
-syllable
-apostrophe
-homophone
-affix
-N/A
complex
While engaged in grade
appropriate tasks, the
student demonstrates
an ability to:
*spell basic two-letter
words (e.g. spelling
words like as, be, at, am)
*spell basic three-letter
consonant, vowel,
consonant words (e.g.
mom, dad, cat, dog)
*spell first and last name
*analyze sounds in a
word, and write an initial
consonant letter
*correctly spell sight
words 1 – 30 (See
Appendix)
While engaged in
grade appropriate
tasks, the student
demonstrates an
ability to:
*arrange words in an
alphabetical order
*spell frequently used
irregular words
*spell words with
“ight” ending
*spell basic
compound words
*spell sight words
151-300 (See
Appendix)
*spell basic “r”
controlled patterns
(e.g. spelling words
like her, burn, pour,
and alarm)
While engaged in grade
appropriate tasks, the
student demonstrates an
ability to:
*spell basic contractions
*spell common compound
words
*spell words with double
consonants
*spell “ies” as plural ending
for words ending with “y”
*spell basic homophones
*spell words beginning with
“qu” combination
While engaged in grade
appropriate tasks, the
student demonstrates an
ability to:
*use common roots to spell
words
*use common suffixes to spell
words
*use common prefixes to spell
words
*use common affixes to spell
words
*use syllable construction to
spell words
*use vowel combinations to
spell words
*use initial consonant
substitution to spell words
*use possessives (‘s) to spell
words
While engaged in
grade appropriate
tasks, the student
demonstrates an
ability to:
*use root words to spell
words
*use suffixes to spell
words
*use prefixes to spell
words
*use affixes to spell
words
*use syllable
construction to spell
words
*use common Greek
and Latin bases
Revised January 23, 2009
While engaged in
grade appropriate
tasks, the student
demonstrates an
ability to:
*alphabetize using the
first letter in a group of
words
*correctly spell sight
words 31-150 (See
Appendix)
*correctly spell basic
consonant blend
patterns
*correctly spell basic
short vowel patterns
*correctly spell basic
long vowel patterns
*correctly spell basic
words ending in a silent
“e”
*correctly spell basic
words with a double “e”
and double “o”
1
LANGUAGE: Spelling, Updated June 24, 2009
simple
Six Step
Vocabulary/Target
Words
Recognizing and
recalling specific
terminology such as:
- sight word
- alphabet
- letter
Recognizing and
recalling specific
terminology such as:
- consonants
- consonant blends
- long vowels
- short vowels
- patterns
Recognizing and
recalling specific
terminology such as:
- -alphabetical order
- compound words
Recognizing and recalling
specific terminology such
as:
- contractions
- syllable
- apostrophe
- homophone
Recognizing and recalling
specific terminology such as:
-suffix
- affix
- prefix
- possessive
- root word
- substitution
- syllable
Recognizing and
recalling isolated
details such as:
- understanding the
sounds of letters
- knowing correctly
spelled two-letter words
- knowing correctly
spelled three-letter c-v-c
words
- knowing the correct
spelling of sight words
1-30
Recognizing and
recalling isolated
details such as:
- knowing specific long
vowel patterns
- knowing specific short
vowel patterns
- knowing specific basic
consonant blends
- knowing the correct
spelling of sight words
31-150
Recognizing and
recalling isolated
details such as:
- understanding “ight”
endings
- knowing basic and
compound words
- knowing the correct
spelling of sight
words 151-300
- understand ”r”
controlled patterns
- knowing correct
spelling of frequently
used irregular words
6
7
8
9
10
11
12
-N/A
-derivative
-conventions
-structural changes
-N/A
-N/A
-N/A
-N/A
Revised January 23, 2009
2
Recognizing and recalling
isolated details such as:
- knowing the correct
spelling of compound words
- knowing the correct
spelling of basic
contractions
- knowing the correct
spelling of words beginning
with “qu” combination
- knowing the correct
spelling of words with
double consonants
- knowing the correct
spelling of words with “ies”
endings
- understanding the spelling
of homophones
Recognizing and recalling
isolated details such as:
- words are broken into
syllables
- understanding that there are
root words within some
words
- knowing basic suffixes
- knowing common prefixes
- knowing basic vowel
combinations in words
- knowing the consonant
substitutions in a list of words
- understanding how to spell
possessive (‘s)
PreAP
9
PreAP
10
Recognizing and
recalling specific
terminology such as:
- syllable construction
- syllable splitting
Recognizing and
recalling isolated
details such as:
- understanding
common Greek and
Latin bases
Performs basic
processes such as:
- identifying the root
within the word
- identifying suffixes
- identifying prefixes
- identifying affixes
- breaking words into
syllables
- identifying common
Greek and Latin bases
AP 11
AP 12
LANGUAGE: Spelling, Updated June 24, 2009
complex
While engaged in
grade appropriate
tasks, the student
demonstrates an
ability to:
*correctly spell
homophones (e.g. then,
they’re, there)
* correctly spell highfrequency, but
commonly misspelled
words (e.g. judgment)
*use less common roots
to spell words (e.g. ann
to spell annual)
*use less common
suffixes to spell words
(e.g. des and ment)
*use less common
prefixes to spell words
(e.g. dis and ad)
*use less common
Greek and Latin bases
While engaged in
grade appropriate
tasks, the student
demonstrates an ability
to:
*spell derivatives
correctly by applying
spelling of bases and
affixes
*spell low-frequency
commonly misspelled
words (e.g. accelerate)
While engaged in grade
appropriate tasks, the
student demonstrates an
ability to:
*analyze unfamiliar words
using spelling conventions
(e.g. using the awareness
that a suffix often begins
with a vowel)
*use regular and irregular
structural changes when
spelling unfamiliar words
*analyze unfamiliar words
by breaking words in to
basic parts (e.g. prefix,
suffix, root, affix)
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
simple
Performing basic
processes such as:
- identifying when high
frequency misspelled
words are spelled
correctly
- identifying less
common Greek and
Latin bases
- identifying Greek and
Latin prefixes and
suffixes
- identify less common
suffixes, prefixes, and
roots to spell words
Recognizing and
recalling specific
terminology such as:
- derivative
Recognizing and
recalling specific
terminology such as:
- spelling conventions
- regular structural changes
- irregular structural
changes
- spelling conventions
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
Recognizing and
recalling isolated
details such as:
- when commonly
misspelled words are
spelled correctly
Performing basic
processes such as:
- identifying the
base/root in a derivative
Recognizing and
recalling isolated details
such as:
- knowing spelling
conventions
- understanding regular
and irregular structural
changes
Performing basic
processes such as:
- identifying basic parts of
unfamiliar words
- identifying regular and
irregular structural changes
Revised January 23, 2009
3