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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 words that include syllable division patterns such as VCCV, VCV, and VCCCV with accent shifts. Observe and document whether students accurately apply knowledge of how syllable division patterns impact the way a word is pronounced as students read the words. Assess each syllable division pattern separately at first, and then together.

Further Explanation

This assessment requires students to correctly decode and read words aloud with syllable division patterns such as VCCV, VCV, and VCCCV with accent shifts. Students must have knowledge of how syllable division patterns impact the way in which a word is pronounced. This knowledge is acquired from practice with dividing words into syllables and experience reading a variety of multisyllabic words. This type of word work can occur in all modalities to support all learning styles.

in speech, when emphasis moves from one syllable to another in different forms of the word (e.g., “politics” has the accent on the first syllable, but when politics becomes “political,” the accent moves to the second syllable)
Decoding words means sounding them out according to letter-sound relationship conventions. In reading, this concept refers to word identification rather than word comprehension.
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.
Understanding word structure for reading, vocabulary, and spelling requires knowing syllable patterns. Students should understand a new word by sounding it out, breaking longer words into segments if necessary, supplying accents, and relating familiar word parts to meaning when possible. Students should recognize that words with a VCCCV (vowel-consonant-consonant-consonant-vowel) syllable structure can stress either the first syllable, as in the word pumpkin or shift the accent to the second syllable as in the word complete.

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.