English Language Arts and Reading.3.2.A.iii

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The student is expected to

demonstrate and apply phonetic knowledge by:

 

decoding compound words, contractions, and abbreviations;

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 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.

a shortened form of a word or phrase used in writing in place of the whole word or phrase (e.g., Mr. for Mister or Dr. for doctor)
word formed by combining two complete words (e.g., lunchtime, football, airplane)
word formed by combining two or more words or sounds by omitting a letter or letters (e.g., I'd for I would, he'll for he will)
Compound words such as cornfield, one-half, and gift wrap; contractions such as wasn’t, we’re, and he’d; abbreviations such as a person’s title (Mister/Mr.), street addresses (drive/Dr.); and state abbreviations (Texas/TX) can look difficult, but students can break down these words into smaller parts that are easier to read. When students learn to apply knowledge of letter-sound relationships, including knowledge of letter patterns, to correctly pronounce written words, they will be able to recognize familiar words quickly and figure out unknown words.
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.

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.