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What do the Common Core authors have to say about spelling instruction?

The spelling Standards for Grades 4‒8 are as follows:

“Spell grade-appropriate words correctly, consulting references as needed.” (L.4.2e, L.5.2e)

“Spell correctly.” (L.6.2b, L.7.2b, L.8.2b)

Although lacking specificity in the Language Strand, the Common Core approach to spelling instruction is detailed in the Orthography section of Appendix A. This section includes examples of the sound-spelling patterns, syllable rules, and derivational suffixes (20‒22). Additionally, the K‒5 Reading: Foundational Skills Standards all require direct instruction of the phoneme-grapheme (spelling) correspondences (Reading: Foundational Skills) In other words, phonics and spelling.

The focus on spelling patterns draws heavily from the research of Dr. Louis Cook Moats, such as in Moats, L. C. (2008). Spellography for teachers: How English spelling works. (LETRS Module 3). Longmont, CO: Sopris West.

How to Teach the Common Core Spelling Standards

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My Grammar, Mechanics, Spelling, and Vocabulary program includes a grade-level spelling patterns program with weekly spelling tests and spelling sorts. Students review previous grade-level spelling patterns and are introduced to new grade-level spelling patterns (including derivational and etymological influences) throughout the weekly lessons. Students create Personal Spelling Lists from those words missed on the weekly diagnostic spelling tests, from words misspelled in their own writing, and from the spelling resources provided in the program Appendix. The program also provides a complete syllabication program with syllable and derivatives worksheets.

Additionally, the program provides a comprehensive remedial spelling program tied to the Diagnostic Spelling Assessment. Each grade-level diagnostic assessment varies in complexity to test all previous grade-level spelling patterns and takes about 20 minutes to administer.

Students complete remedial Spelling Pattern Worksheets for each unmastered spelling pattern as indicated by the test. Worksheets include the focus spelling pattern or spelling rule with examples, a spelling sort, word jumbles, and rhymes or book searches for the focus spelling pattern. Students self-correct and self-edit their answers from answer sheets to learn from their own mistakes. Finally, students complete a quick formative assessment labeled “Write” at the bottom of the worksheet to see if they can apply the focus spelling pattern within their own writing. Students mini-conference with the teacher and the teacher reviews the formative “Write” assessment. If mastered, the students record that mastery on the class recording matrix as detailed in the Grammar, Usage, and Mechanics section above. If not yet mastered, the teacher briefly re-teaches the spelling pattern and students try the formative assessment until mastery has been demonstrated.

Grammar, Mechanics, Spelling, and Vocabulary helps students learn the grade-level spelling patterns, the syllable rules, and the derivational spelling influences of our English orthography. The program also has the resources teachers need to individualize remedial spelling patterns‒exactly as described by the Common Core authors.

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Grammar, Mechanics, Spelling, and Vocabulary Grades 4, 5, 6, 7, 8 Programs

Or why not get the value-priced Grammar, Mechanics, Spelling, and Vocabulary (Teaching the Language Strand) grades 4, 5, 6, 7, and 8 BUNDLES? These grade-level programs include both teacher’s guide and student workbooks and are designed to help you teach all the Common Core Anchor Standards for Language. In addition to the Teaching Grammar and Mechanics program, each BUNDLE provides weekly spelling pattern tests and accompanying spelling sort worksheets (L.2), 56 language application opener worksheets (L.3), and 56 vocabulary worksheets with multiple-meaning words, Greek and Latin word parts, figures of speech, word relationships with context clue practice, connotations, and four square academic language practice (L.4, 5, and 6). Comprehensive biweekly unit tests measure recognition, understanding, and application of the grammar, mechanics, and vocabulary components.

The program also has the resources to meet the needs of diverse learners. Diagnostic grammar, usage, mechanics, and spelling assessments provide the data to enable teachers to individualize instruction with targeted worksheets. Each remedial worksheet (over 200 per program) includes independent practice and a brief formative assessment.

Check out the brief introductory video and enter DISCOUNT CODE 3716 at check-out for 10% off this value-priced program. We do sell print versions of the teacher’s guide and student workbooks. Contact mark@penningtonpublishing.com for pricing. Read what teachers are saying about this comprehensive program:

The most comprehensive and easy to teach grammar, mechanics, spelling, and vocabulary program. I’m teaching all of the grade-level standards and remediating previous grade-level standards. The no-prep and minimal correction design of this program really respects a teacher’s time. At last, I’m teaching an integrated program–not a hodge-podge collection of DOL grammar, spelling and vocabulary lists, and assorted worksheets. I see measurable progress with both my grade-level and intervention students. BTW… I love the scripted lessons!

─Julie Villenueve

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In the “Language Overview” of the Common Core State Standards Appendix A, the authors explain how the Language Standards are woven into the Reading, Writing, Speaking and Listening, and Language Strands.  “The Standards take a hybrid approach to matters of conventions, knowledge or language, and vocabulary” (28).

The authors share examples of how the Language Strand Standards are incorporated into the other instructional strands and stress the importance of direct instruction within all of the communicative contexts: “The inclusion of Language standards in their own strand should not be taken as an indication that skills related to conventions, knowledge of language, and vocabulary are unimportant to reading, writing, speaking, and listening; indeed, they are inseparable from such contexts” (28).

This approach to grammar, usage, and mechanics instructions draws from the research of a variety of disciplines and authors (39, 40) including Dr. Mina Shaughnessy, such as in Shaughnessy, M. P. (1979). Errors and expectations: A guide for the teacher of basic writing. New York, NY: Oxford University Press.

How to Teach the Common Core Grammar, Usage, and Mechanics Standards (L.1, 2)

The instructional resources of Grammar, Mechanics, Spelling, and Vocabulary reflect this hybrid instructional approach. Content and skills are introduced, practiced, applied, and assessed for mastery within the reading, writing, speaking, and listening contexts.

For example, each Language Conventions lesson requires students to listen to the scripted review and lesson context. Students read the lesson, take notes, and annotate the lesson text in their student workbooks. Next, students complete the practice section and the teacher leads a brief discussion about “what is right” and “what is wrong” according to the lesson content or skill. Then, students complete a sentence diagram and read a mentor text based upon the lesson. The teacher and students discuss the mentor text and students write a response to the author’s statement, applying the lesson content or skill. Lastly, the teacher dictates two sentences and students apply the mechanics and grammar/usage lessons to write the sentences correctly. The teacher reviews the sentence dictations and students self-correct and self-edit. Teachers use direct instruction to teach the grammar, usage, and mechanics Standards reading, writing, speaking, and listening‒exactly as prescribed by the Common Core authors.

In the “Development of Grammatical Knowledge” section of Appendix A, the authors explain that “The Standards account for the recursive, ongoing nature of grammatical knowledge in two ways. First, the Standards return to certain important language topics in higher grades at greater levels of sophistication” (28).

Grammar, Mechanics, Spelling, and Vocabulary includes an extensive instructional scope and sequence which revisits and builds upon K‒3 grammar, usage, and mechanics content and skills with increasingly greater levels of sophistication throughout grades 4‒8. For example, let’s take a look at this instructional progression with verb tenses.

*In grade 4 students review the basic past, present, and future verb tenses in Language Conventions Lessons 29‒31 and are introduced to the progressive tenses in Lessons 39‒41.

*In grade 5 students review past, present, future, and progressive verb tenses and are introduced to verb tense and time, sequence, state of being, condition, shifts in verb tense, and perfect verb tenses in Lessons 31‒35 and 44‒46.

*In grade 6 students review all aforementioned verb tenses and are introduced to these non-standard English verb tense usages: continuous forms, was and were-leveling, misuse of third person subject-verb agreements, deletions, substitutions, additions, and the misuse of the past participle and past progressive in Lessons 48‒56.

*In grade 7 students review all verb tense usages including those in non-standard English. Students learn more sophisticated usages of verb tenses within phrases and clauses and advanced rules of noun‒verb and pronoun‒verb agreement.

*In grade 8 students review the above verb tenses and usage and are introduced to infinitives in Lesson 44 and the use of verb tense with mood and condition: the indicative, imperative, interrogative, conditional, subjunctive, and voice in Lessons 45‒50.

In addition to building upon levels of sophistication in knowledge and use of grammar and mechanics, the authors detail the second way in which the Standards account for the recursive, ongoing nature of grammatical knowledge: “…the Standards identify with an asterisk (*) certain skills and understandings that students are to be introduced to in basic ways at lower grades but that are likely in need of being retaught and relearned in subsequent grades as students’ writing and speaking matures and grows more complex” (28). These key skills and understandings are included in the Grades 3‒10 document titled “Language Progressive Skills” at the end of the grade-level Common Core Language Strands and on page 31 of Appendix A.

Each of the previous grade-level Language Progressive Skills Standards are reviewed within the Language Conventions lessons and Language Application writing openers. Additionally, the Grammar, Mechanics, Spelling, and Vocabulary Grades 4‒8 programs include the TLS Diagnostic Grammar and Usage Assessment and the TLS Mechanics Assessment. These whole class diagnostic assessments vary in complexity to test all previous grade-level Standards and each takes less than 25 minutes to administer. Teachers grade and record the results of these assessments on recording matrices with a slash (/) for each error.

Students complete remedial Grammar, Usage, and Mechanics worksheets for each unmastered content or skill as indicated by the tests. Worksheets include definitions, examples, and explanation of how the grammar, usage, or mechanics content or skill applies to writing. Students complete a short practice section and self-correct and self-edit their answers from answer sheets to learn from their own mistakes. Finally, students complete a quick formative assessment labeled “Write” at the bottom of the worksheet to see if they can apply the content or skill within their own writing. Students mini-conference with the teacher and the teacher reviews the formative “Write” assessment. If the content or skill has been mastered, the student changes the slash (/) into an “X” on the class recording matrix. If not yet mastered, the teacher briefly re-teaches the content or skill and students try the formative assessment once again or the teacher may elect to assigned additional Language Worksheets provided in the program.

In summary, Grammar, Mechanics, Spelling, and Vocabulary provides the specific resources teachers need to teach the grammar, usage, and mechanics review Standards through both direct and individualized instruction‒exactly as is suggested by the Common Core authors.

Note that the Common Core authors validate teacher autonomy as to how the Language Standards are to be met:

“Teachers will continue to devise lesson plans and tailor instruction to the individual needs of the students in their classrooms” (Myths vs. Facts).

Furthermore, the authors address how teachers and schools share the responsibilities of remediating and differentiating instruction for students performing below grade level, English language learners, and students with special needs:

“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. No set of grade-specific standards can fully reflect the great variety in abilities, needs, learning rates, and achievement levels of students in any given classroom. However, the Standards do provide clear signposts along the way to the goal of college and career readiness for all students.

It is also beyond the scope of the Standards to define the full range of supports appropriate for English language learners and for students with special needs. At the same time, all students must have the opportunity to learn and meet the same high standards if they are to access the knowledge and skills necessary in their post–high school lives” (English Language Arts Standards Key Design Considerations).

Syntax in Reading and Writing

Syntax in Reading and Writing will help your students learn the function of syntactic tools in reading and writing at the sentence level. No endless grammar identification and terminology worksheets; no DOL error correction; no mini-lessons; but lessons which teach how challenging sentences are constructed.

The 18 parts of speech, phrases, and clauses weekly lessons are leveled from basic to advanced and features 5 lesson components (10–15 minutes each):

1. Learn It! (the syntactic content and examples)

2. Identify It! (a short practice section)

3. Explain It! (analysis of challenging sentences featuring the syntactic focus)

4. Revise It! (kernel sentences, sentence expansion, syntactic manipulation)

5. Create It! (Short writing application with the syntactic focus in different genre).

Additionally, the teacher and students Reinforce It! by searching class and independent reading texts for syntactically similar sentences to analyze and explain.

Preview the Book

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