Knowledge and Skills Statement
Provide each student with an index card that has one part of a compound word written on it. Have students walk around the classroom to look for a student who has a card with a word the student can join with to create a compound word. Once everyone has a partner, regroup as a class and have students read their compound words aloud. Be sure to provide immediate feedback to students who had difficulty creating compound words.
Further Explanation
This assessment requires students to apply orthographic rules in order to correctly decode compound words. This knowledge is acquired through practice and experience with decoding. Although this example is kinesthetic in nature, word work can occur with all modalities to support all learning styles.
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.