English Language Arts and Reading.5.2.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.

Provide students with a list of multisyllabic words with multiple sound-spelling patterns. Include a variety of syllable types in the words. Then, 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. Observe students as they complete the activity and make note of students who are successful and students who struggle.

Examples of multisyllabic words with multiple sound-spelling patterns:

  • Tissue
  • Summary
  • Journey
  • Chimney
  • Excellent
  • Children
  • Uniform
  • Uncertain
  • Memory
  • Pressure
  • Beneath
  • Master
  • Transformer
  • Quadrilateral
     

Further Explanation

This assessment requires students to apply advanced phonetic knowledge of how syllable division patterns impact the way a word is spelled. This knowledge is acquired through instruction and practice with dividing words into syllables and experience with reading and spelling a variety of multisyllabic words.

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; 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 these rules consistently instead of using invented spelling because they may unknowingly write a word that is real but that they did not intend, causing confusion for their reader.
rules regarding the division of words into syllables (e.g., split doubled letters as in but-ter) such as VC, CVC, CCVC. CVCC, VCCV, VCV, and VCCCV patterns (Note: There are exceptions to the rules regarding syllable division.)

Research

1. Ehri, L. C., & Rosenthal, J. (2007). Spellings of words: A neglected facilitator of vocabulary learning. Journal of Literacy Research, 39(4), 389–409. doi:10.1080/10862960701675341

Summary: The topic of this study is the importance of spelling in retaining the meaning and pronunciation of words. The authors review theory and evidence, which reveals that spelling is routinely overlooked as a critical element in learning vocabulary.

2. Simmons, K. D., & Carpenter, L. B. (2010). Spelling and assistive technology: Helping students with disabilities be successful writers. Physical Disabilities: Education and Related Services, 29(2), 5–19. Retrieved from https://eric.ed.gov/?q=spelling&ft=on&id=EJ955433

Summary: In this study, the researchers focus on spelling supplements and assistive technology devices that may be used to support students with disabilities. The primary skill gained is spelling. Three examples illustrate how these devices can improve the student's ability to spell.