English Language Arts and Reading.4.2.A.iii

The student is expected to

demonstrate and apply phonetic knowledge by:

 

decoding words using advanced knowledge of syllable division patterns such as VV;

beginning reading writing teks talk image

Knowledge and Skills Statement

Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell.

This SE can be assessed while working in small reading groups with grade-appropriate text. Have students identify and make a list of words with a vowel followed by a vowel, and then have students take turns reading the words aloud to the group. As students read aloud, observe and document whether they are able to read the words accurately.

Notes:

  • Group students according to their reading levels.
  • Ensure that all students are participating.
  • Provide immediate feedback. 
     

Further Explanation

This assessment requires students to have knowledge of how syllable division patterns, such as such as in words with a vowel followed by a vowel, impact the way a word is pronounced. This knowledge is acquired through practice in dividing words into syllables and experience with reading a variety of multisyllabic words. Word work can occur in all modalities to support all learning styles.

When students decode words using advanced knowledge of syllable division patterns, they independently read a word based on what they know about syllable types and how syllables are divided within a word based on syllable type. When students apply this decoding skill to words with a VV syllable pattern, they can decode words such as science, poem, diary, and piano. Decoding these words using syllable-division knowledge means students know that the syllables within these words break between the two middle vowels, and each vowel “says its name.” (e.g. sci-ence, po-em, di-ary, pi-ano). Breaking down these words by syllable allows students to decode more complex words and read more complex text independently.
the process of translating written language into verbal sounds by applying knowledge of letter-sound relationships (Note: In reading practice, the term is used primarily to refer to word identification rather than word comprehension.)
When students demonstrate phonetic knowledge, they are not creating written content that incorporates an understanding of phonetic principles, but rather reviewing content and determining how the principles have been applied. Students will do this when decoding words they encounter in various formats, from activities in the classroom to stories they read for pleasure.

Research

Gates, L., & Yale, I. (2011). A logical letter-sound system in five phonic generalizations: this article introduces a strategy for teaching systematic phonics with a logical system of grapheme-phoneme relationships. The Reading Teacher, 64(5), 330+. Retrieved from https://link.galegroup.com/apps/doc/A249869571/PROF?u=tea&sid=PROF&xid=02914556

Summary: Researchers look at phonetic knowledge and show teachers an approach to basic vowel words, providing examples of one-syllable CVC words, one-syllable VCe words, and one-syllable CVVC words. The article provides guidance on individualizing phonetic instruction and connecting it with daily reading to build students' phonetic knowledge.