Common Core Spelling Standards
Common Core State Standards
The Common Core State Standards (CCSS) in English Language Arts provide instructional challenges for all conscientious upper elementary and middle school teachers. In addition to the Reading, Writing, Speaking & Listening Strands, teachers are expected to teach the grammar, mechanics, language application, spelling, and vocabulary Standards of the CCSS Language Strand (Standards L. 1-6). When establishing instructional priorities to address these Standards, many teachers have placed spelling (Standard L. 2) on the back-burner.
It’s not that teachers devalue spelling instruction. Instructional time and the diverse instructional needs of our students are the key instructional concerns. Teaching is reductive-spending time on this takes away from that. Instructional decision-making is largely about establishing priorities. So, curricular materials must afford teachers the choices to reflect those priorities.
Recently I attended an all-day introduction to the Common Core State Standards sponsored by my school district. As expected, the changes in the reading standards assumed the vast amount of instructional attention. Writing standards were allotted an hour and listening and speaking standards a mere ten minutes. A passing reference was given to the language standards of grammar, mechanics, and vocabulary. However, spelling (Language Standard 2.0) was not mentioned.
Perhaps our trainers were taking their cues from the minimal references to spelling in the Language Strand of the Common Core State Standards. Following are the spelling standards from Grades 4−8:
CCSS.ELA-Literacy.L.4.2e Spell grade-appropriate words correctly, consulting references as needed.
CCSS.ELA-Literacy.L.5.2e Spell grade-appropriate words correctly, consulting references as needed.
CCSS.ELA-Literacy.L.6.2b Spell correctly.
CCSS.ELA-Literacy.L.7.2b Spell correctly.
CCSS.ELA-Literacy.L.8.2b Spell correctly.
Good Readers Aren’t Always Good Spellers
Hardly the specificity or attention that most parents, teachers, and administrators would desire, especially given the heavy focus on phonics, syllabication, and word analysis in the primary grades and the sound-spelling emphases of CCSS contributors to the appendices.
Indeed, those same authors would readily acknowledge that teaching explicit spelling patterns in conjunction with reading has a solid research base. The spelling-reading (encoding-decoding) connection is well-established at every stage of word study—from sound-spelling relationships in the primary grades to derivational and etymological influences from elementary through high school.
Perhaps their assumption is that all students have mastered the sound-spelling relationships, derivational, and etymological underpinnings of our language by the end of third grade. Our new standards are rigorous, but even so…
So what about students who clearly have not mastered the basic sound-spellings by, say, eighth grade? The Common Core State Standards shy away from this all-too-often reality in many schools. Here is the advice:
“The Standards set grade-specific standards but do not define the intervention methods or materials necessary to support students who are well below or well above grade-level expectations.”
My take is that teachers are going to have to flesh out meaningful spelling instruction beyond the third grade level to benefit our students. Additionally, students who have not mastered those primary grade sound-spelling patterns and sight words deserve our addition in the upper elementary, middle school, high school, and community college settings. We can help students “keep up” with grade-level instruction and “catch up” on spelling pattern deficits.
A Model Grades 3-8 Spelling Scope and Sequence
Differentiated Spelling Instruction
Preview the Grades 3-8 Spelling Scope and Sequence tied to the author’s comprehensive grades 3-8 Language Strand programs. The instructional scope and sequence includes grammar, usage, mechanics, spelling, and vocabulary. Teachers and district personnel are authorized to print and share this planning tool, with proper credit and/or citation. Why reinvent the wheel? Also check out my articles on Grammar Scope and Sequence, Mechanics Scope and Sequence, and Vocabulary Scope and Sequence.
FREE DOWNLOAD TO ASSESS THE QUALITY OF PENNINGTON PUBLISHING AMERICAN ENGLISH AND CANADIAN ENGLISH SPELLING PROGRAMS. Check out these grades 3-8 programs HERE. Administer my FREE comprehensive Diagnostic Spelling Assessment with audio file and recording matrix. It has 102 words (I did say comprehensive) and covers all common spelling patterns and conventional spelling rules. It only takes 22 minutes and includes an audio file with test administration instructions. Once you see the gaps in your students’ spelling patterns, you’re going to want to fill those gaps.
Get the Diagnostic Spelling Assessment, Mastery Matrix, and Sample Lessons FREE Resource:
Literacy Centers, Reading, Spelling/Vocabulary, Study Skills