Demonstrate command of capitalization, punctuation, and spelling, focusing on:

Spelling –
Spelling unknown words phonetically, drawing on phonemic awareness and spelling conventions.

Correctly spelling words with common spelling patterns.

Correctly spelling common irregularly-spelled, grade-appropriate high-frequency words.

Learning Outcome:

Write routinely over brief time frames and for a variety of purposes and audiences.

I Can Statements Question Stems
-I can spell unknown words based on the sounds I hear and what I know about spelling.
-I can spell words with common spelling patterns.
-I can spell common irregularly-spelled words.

-How did you decide how to spell that word?
-What sounds do you hear in the word? Did you write all the sounds you heard?
-Does this word have a spelling pattern you can apply?
-What other words do you know that can help you spell that word?
-Where can you find this word to help spell it correctly?

Academic Vocabulary

Practical Examples, Standards, and Digital Resources

Reading Examples Writing Examples Speaking and Listening Examples
-Post high-frequency and common spelling pattern example words on the classroom word wall.

-Point out high-frequency words in read alouds with common spelling patterns.

-Provide students with multiple ways to practice writing simple words: rainbow write, unscramble words, build with wiki sticks, roll a dice with a word on each side and record after landing on a word, using different mediums (pencils, markers, crayons), magic appearing markers, type on a computer, ABC order, pyramid spelling.

-Through interactive writing, create anchor charts to display common spelling patterns and sound spelling.

Reading Standards Writing Standards Speaking and Listening Standards
Digital Resources
Anchor Charts https://www.weareteachers.com/25-awesome-anchor-charts-for-teaching-writ...

Phonics Dance-Hunks and Chunks: https://www.youtube.com/watch?time_continue=1&v=uMpD2INLHIc

English Learner Considerations

The English Learner considerations, which were written by Indiana EL teachers, are meant to increase engagement and support growth for ELs.They are designed to support the standards and curriculum you are currently using. The following are recommendations of best practices to assist educators in making language more accessible for English Learners. Educators should adapt strategies based upon a student’s proficiency level and ensure that content is age-appropriate.

Additional strategies and the guiding principles regarding literacy instruction for English Learners.

Beginning Intermediate Advanced

-utilize think-write-pair-share activities
-utilize drawing
-model writing process with I do, we do, you do
-provide grammatical sentence structure support

-utilize think-write-pair-share activities
-help students write sounds in words for group writing
-utilize drawing and labeling
-model writing process with I do, we do, you do
-provide grammatical sentence structure support

-model writing process with I do, we do, you do

Special Education Considerations

The special education considerations, which were written by Indiana special education teachers, are meant to increase engagement and support growth for students in special education. This is not an exhaustive list of strategies, but these supports will help you make literacy instruction more accessible for students. Remember to adapt these to the needs of your students and ensure that you are creating opportunities for all students to engage with rigorous content.

Guiding principles regarding literacy instruction for students in special education.

Strategy  Examples

Recognize developmental stages of writing

Allow drawings and inventive spelling for beginning of kindergarten

Encourage students to explore writing by copying texts

Provide mini-word walls for access to sight words without needing to copy from the wall

Trace letters to learn proper letter formation

Use handwriting paper with raised guides

Trace letter in sand or shaving cream

Build the letters with Play-Doh

Use magnetic letters to spell a sight word, then copy the word

Model writing (for example, in a morning message), move to shared writing, then begin independent journaling (gradual release model)

Teacher writes in highlighter, and student traces over letters

Students uses speech-to-text option

Students fill in the blank in teacher created sentences.

Utilize gradual release model to teach steps of writing process

Model a prewrite web

“Share the Pen” on a first draft

Provide specific feedback to students’ work