Language conventions related to grammar, capitalization, and punctuation learned during the
second- and third-grade span are discussed in the grade-level sections of this chapter. A brief overview
of spelling follows this section.
Part II of the CA ELD Standards: “Learning About How English Works” identifies the language
resources EL children need to develop to be successful in school tasks. In keeping with the spirit and
intent of the CA ELD Standards, grammar instruction is contextualized within intellectually-rich and
engaging instruction, and the content of Part II of the CA ELD Standards is taught in tandem with that
of Part I. Furthermore, all language instruction for ELs builds into and from content instruction (e.g.,
highlighting for children particular grammatical structures or vocabulary in the texts they are reading,
listening to, or writing themselves).
Spelling. Among the language conventions that contribute
to effective expression is spelling. Learning to spell is a
developmental process (Cramer 1998; Henderson 2000; Bear,
Invernizzi, Templeton, and Johnston 2012). In general, learners
progress from representing language with random marks and
arbitrary letter-like symbols to using knowledge of letter-sound
correspondences to incorporating knowledge of patterns and,
ultimately, to drawing on knowledge of morphology (meaning
units). Figure 4.8 briefly displays this progression.
Spelling knowledge is developed across several strands of the CA CCSS for ELA/Literacy; these
are identified in the figure. Most directly related to spelling development are the standards in
the Language strand that specifically address spelling. For example, L.K.2 is “Spell simple words
phonetically, drawing on knowledge of sound-letter relationships.” Spelling-specific standards are
identified with SP in the figure.
Also related are several decoding standards in the Reading strand. For example, RF.1.3c is “Know
the spelling-sound correspondences for common consonant digraphs” and RF.4–5.3a reads “Use
combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g.,
roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.” The
intent is that children achieve these standards in order to decode. However, the knowledge gained by
achieving these standards has implications for encoding as well. Decoding standards related to spelling
are noted with DC in the figure.
An additional set of standards connected to spelling are the language standards related to
vocabulary, specifically those that target inflectional endings, affixes, and Greek and Latin roots. For
example, L.3.4d states “Use a known root word as a clue to the meaning of an unknown word with
the same root (e.g., company, companion)” and L.5.4b is “Use common, grade-appropriate Greek and
Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).”
Vocabulary standards related to spelling are identified with V in the figure. Although the related
standards may be taught at different grade levels, teachers should capitalize on the contributions each
set makes to the others.
Assessment of spelling should be ongoing. Teachers examine children’s written drafts and observe
their spelling attempts in action. This information serves to inform in-the-moment and subsequent
instruction. Teachers in the grades two and three span are likely to have in their classrooms children at
a range of stages of spelling development. They should be prepared to offer differentiated instruction
that advances all children, neither frustrating nor boring any child.
It is important that spelling not be treated simply as an act of memorization, although irregularly
spelled words will need to be memorized. Spelling is a developmental process whereby children—
with appropriate instruction that includes ample opportunities to explore, examine, and use printed
language—build insights into principles that govern English orthography.
Among the language
conventions that contribute
to effective expression is
spelling. Learning to spell is
a developmental process.304 | Chapter 4 Grades 2 and 3