English Language Arts and Reading.3.2.A.i

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The student is expected to

demonstrate and apply phonetic knowledge by:

 

decoding multisyllabic words with multiple sound-spelling patterns such as eigh, ough, and en;

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.

Task students with separating multi-syllabic words with eigh, ough, and en into three categories based on the spelling pattern of the word. Examples of words include outweigh, neighborhood, enough, threaten, and soften. Have students read the words aloud. Observe and document whether students accurately apply phonetic knowledge while decoding the words.
 

Further Explanation

This assessment requires students to understand how word parts support decoding of multisyllabic words. As multisyllabic words can be long and difficult to read, students must learn how to break down words into smaller parts. Knowledge of sound-spelling patterns such as eigh, ough, and en is acquired through practice and experience. These skills are built upon as students become proficient in decoding single syllable words with simpler, sound-spelling patterns. Word work can occur in all modalities to support all learning styles.

As students develop in their reading ability, students must use word parts to help them sound out multisyllabic words such as eighteen (eigh-teen), although (al-though), and engage (en-gage). Some multisyllabic words can be long and difficult to read. When students learn how to break down these words into smaller parts, they become better readers and spellers.
When students demonstrate phonetic knowledge, they are reviewing content and determining how principles of sound-symbol relations and sound patterns have been put into action. Students will do this when decoding words they encounter in various formats from activities in the classroom to stories they read for pleasure.
the basis for many common syllables (e.g., CVC or consonant, vowel, consonant) which are often present in the first words students learn to spell, such as dog, cat, and mom

Research

1. 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.

2. Fitzer, K. R., & Hale, J. B. (2018, February 07). Evidence-Based Reading Intervention Strategies: Decoding, Fluency, and Comprehension. Retrieved from https://www.ldatschool.ca/teaching-the-brain-to-read-strategies-for-enhancing-reading-decoding-fluency-and-comprehension/

Summary: Authors share about the importance of teaching phoneme-grapheme correspondence throughout the early grades, as opposed to teaching word memorization. Authors provide concrete strategies for "word attack" skills for students.