English Language Arts and Reading.4.2.B.iv

The student is expected to

demonstrate and apply spelling knowledge by:

 

spelling words using advanced knowledge of syllable division patterns;

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.

A teacher may wish to pair SE 4.2.B.iv with SE 4.7.B and assess both SEs at the same time. With 4.7.B, students write responses that demonstrate understanding of texts, including comparing and contrasting ideas across a variety of texts. After students read two different texts, task them with writing a response to explain how the ideas in the texts are similar and different. Encourage students to include multisyllabic words with a variety of syllable division patterns in their response. Have students work in pairs to edit each other's writing, instructing them to pay special attention to the spelling of multisyllabic words. This SE can be paired with numerous SEs. A teacher may also consider pairing this activity with concepts addressed in the following SEs: 4.12.A, 4.12.B, 4.12.C, and 4.12.D.

Further Explanation

This assessment requires students to apply decoding and encoding skills. 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 these rules consistently instead of using invented spelling because students may unknowingly write a real word that they did not intend, creating confusion for the reader. Students must be able to spell and differentiate between the different syllable division patterns, which include the following:

  • VC/CV—divide between the two consonants; first consonant will have a short vowel. For example, vel / vet
  • V/CV—divide after the first vowel; the first syllable will have a long vowel. For example, ra / ven
  • VC/V—divide after the first consonant; the first syllable will have a short vowel. For example, ev / er
  • CV/VC—divide after the first vowel; the first syllable will have a long vowel. For example, po / et
  • VCCCV—divide after the first consonant or after the first two; students must look for digraphs and consonant blends correctly divide the syllables, keeping digraphs and blends together.

This knowledge is acquired through instruction and practice with dividing words into syllables and experience with reading and spelling a variety of multisyllabic words. Additionally, this knowledge is built upon as students become proficient in spelling single syllable words with simpler, sound-spelling patterns. Assessing this SE includes reading the student’s written work to determine whether they accurately apply phonetic knowledge in their writing. 

Students must be able to spell and differentiate between the different syllable division patterns, which include VC/CV; divide between the two consonants; first consonant will have a short vowel (e.g., vel/vet); V/CV, divide after the first vowel; the first syllable will have a long vowel (e.g., ra/ven); VC/V, divide after the first consonant; the first syllable will have a short vowel (e.g., ev/er); CV/VC, divide after the first vowel; the first syllable will have a long vowel (e.g., po/et); VCCCV, divide after the first consonant or after the first two. Students must look for digraphs and consonant blends to determine where to divide the syllables and to keep digraphs and blends together (e.g., com/plex).
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.

Research

Heggie, L., & Wade-Woolley, L. (2107) Reading Longer Words: Insights Into Multisyllabic Word Reading. American Speech-Language-Hearing Association. SIG 1, 2(2). Retrieved from https://www.researchgate.net/profile/Lindsay_Heggie/publication/318848767_Reading_Longer_Words_Insights_Into_Multisyllabic_Word_Reading/links/5985064da6fdcc75624fc329/Reading-Longer-Words-Insights-Into-Multisyllabic-Word-Reading.pdf

Summary: This study considers the value of and approaches to building readers' multisyllabic word skills through explicit  instruction in syllables and morphemes.