A student expectation is directly related to the knowledge and skills statement, is more specific about how students demonstrate their learning, and always begins with a verb. Student expectations are further broken down into their component parts, often referred to as “breakouts.”
A knowledge and skills statement is a broad statement of what students must know and be able to do. It generally begins with a learning strand and ends with the phrase “The student is expected to:” Knowledge and skills statements always include related student expectations.
Demonstrated Proficiency of ELA.4.2.B.iii
Provide students with a list of multisyllabic words with multiple sound-spelling patterns. Include a variety of syllable types in the words. Have students work in pairs to take turns reading and spelling the words. The reader will read the word, show the word, and orally spell the word. The speller will hear the word, see the word, and then spell the word either orally or in writing.
Examples of multisyllabic words with multiple sound-spelling patterns:
Drowsy
Compound
Royalty
Mermaid
Gurgle
Charcoal
Marshmallow
Enormous
Sanitize
Underneath
Employee
Ointment
Dominate
Remainder
Consonant
Further Explanation
This assessment requires students to understand how word parts support decoding and spelling of multisyllabic words. As multisyllabic words can be long and difficult to spell, students must learn how to break down words into smaller parts. Knowledge of sound-spelling patterns is acquired through practice and experience with decoding and spelling and is built upon as students become proficient in decoding and spelling single syllable words with simpler sound-spelling patterns.
Glossary Support for ELA.4.2.B.iii
Both decoding and encoding skills are needed to build a foundation in reading. Decoding is sounding words out according to letter-sound relationship conventions. Encoding is the process of using letter-sound knowledge to write or spell words. Students must understand the various spelling patterns and rules of the English language to correctly construct words in their written products. It is important that students apply or demonstrate these rules consistently instead of using invented spelling because they may unknowingly write a real word that they did not intend, causing confusion for their reader.
Students must be able to spell and differentiate among the six basic syllable spelling patterns, which include closed, open, vowel-consonant-e, vowel team, vowel-r, and consonant-l. The syllable types help explain spelling patterns such as doubled letters. They also help students recognize and recall longer printed words more efficiently. Students who notice redundant patterns in print can develop automatic word recognition and spelling skills. (See SE 6.2.B.i for examples of the six basic syllable spelling patterns.)
Summary: This study considers the value of and approaches to building readers' multisyllabic word skills through explicit instruction in syllables and morphemes.
Summary: This article introduces the "Spelling in Parts" strategy to help students break big words into smaller chunks, giving students the chance to discover new spelling patterns. Children who learn to spell primarily with sound strategies may be successful with words that fit common spelling patterns. For example, children will be successful spelling consonant-vowel-consonant (CVC or closed syllable) words and consonant-vowel-consonant-silent e (CVCe) words, and consonant-vowel (CV or open-syllable) words (e.g., pro in propel), and closed two-syllable CVC-CVC words (e.g., dentist).