English Language Arts and Reading.3.2.B.i

The student is expected to

demonstrate and apply spelling knowledge by:

 

spelling multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables;

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 identifying and highlighting multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs while reading a self-selected text. After students have finished reading the text, have them make a list of the highlighted words they found.

Further Explanation

This assessment requires students to understand the various spelling patterns and rules of the English language to correctly spell words found in a text. It is important that students apply these rules consistently in their writing instead of using invented spelling because they will create confusion for the reader.

Students must be able to spell words with multiple syllables. There are a variety of different types of words with which students should be familiar:

  • A syllable containing a short vowel, spelled with one vowel, ending in one or more consonants (closed syllable). For example, beverage, hospital
  • A syllable that ends with a long vowel sound, spelled with a single vowel letter (open syllable). For example, program, table, recent
  • A syllable with a long vowel spelled with one vowel, one consonant, and final silent e (VCe) vowel-consonant-e). For example, compete, explode, reptile
  • Syllables containing long, short, or diphthong vowel sounds that use a letter combination for spelling (vowel teams). For example, awful, nervous, reason
  • A syllable with a single vowel letter followed by r (or, er, ur, ar, ir). Vowel pronunciation changes before /r/ (r-controlled, or vowel-r syllable). For example, return, report, starter
  • Words with an unaccented final syllable containing a single consonant, l, and silent e (final stable syllable, or consonant-le syllable). Examples include puzzle, triangle, and bottle
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 demonstrate this knowledge by applying these rules consistently instead of using invented spelling because they may unknowingly write a real word they did not intend, causing reader confusion.
Students must be able to spell multisyllabic words that include closed syllables. A closed syllable is a syllable that contains only one vowel, spelled with one vowel letter and ending in one or more consonants that “close off” the vowel. The vowel makes its short sound. Examples of multisyllabic words with closed syllables include basement and hospital.
two successive letters that represent a single speech sound (e.g., oo in moon and ow in how)
Note that there are both vowel digraphs and consonant digraphs.
also known as a vowel blend, the combination of two vowels in one syllable where two sounds are heard (e.g., /ou/ in cloud, and /oi/ in boil) Note that the ou combination can function as a diphthong or digraph depending on the sound: it is a diphthong in the word couch /ou/ and a diagraph in the word cough /aw/).
Students should spell multisyllabic words with a final stable syllable, which is an unaccented final syllable containing a single consonant “l” and silent “e.” These combinations are called "final" because they are found in the final position of words and "stable" because the pronunciation of each is very similar. Examples include puzzle, triangle, and bottle.
Students must be able to spell words with an open syllable, a syllable that ends with a long vowel sound, spelled with a single vowel letter. Examples of words with open syllables are program, table, and recent.
Students should spell multisyllabic words containing an r-controlled syllable: a syllable with a single vowel letter followed by r (e.g., or, er, ur, ar, ir). Vowel pronunciation changes before /r/. Examples of words with r-controlled syllables include return, report, and starter.
Students are expected to spell words with multiple syllables and multiple syllable types. There are six main types of syllables with which students should be familiar and able to spell. Learning syllable types and the rules surrounding them can help students become stronger spellers and stronger readers, and this is a key tool in decoding and spelling independently.
Students should be able to spell multisyllabic words with vowel-consonant-e (VCe) syllables: words with a long vowel spelled with one vowel, one consonant, and a final silent e. Examples include compete, explode, and reptile.
Students should be able to spell words with syllables containing long, short, or diphthong vowel sounds that use a letter combination for spelling (vowel teams). Vowel teams consist of two or more vowels that make one phonemic sound. Examples include awful, nervous, and reason.

Research

1. Heggie, L., & Wade-Woolley, L. (2107).  Reading Longer Words: Insights Into Multisyllabic Word Reading. American Speech-Language-Hearing Association. SIG 1 2(2). Retrieved from https://www.researchgate.net/profile/Lindsay_Heggie/publication/318848767_Reading_Longer_Words_Insights_Into_Multisyllabic_Word_Reading/links/5985064da6fdcc75624fc329/Reading-Longer-Words-Insights-Into-Multisyllabic-Word-Reading.pdf

Summary: Researchers discuss why multisyllabic words are challenging, and what makes them particularly important. This study considers the value of and approaches to building readers' multisyllabic word skills through explicit instruction in syllables and morphemes.

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: This article centers on the importance of developing proficiency in handwriting, spelling, and composition, particularly for students with physical disabilities. In this article spelling deficiencies are perceived as foundational to a student developing a proficiency in handwriting and composition. Educators should consider effective interventions to support students such as Individual Education Program (IEP), assistive technology, and evidence-based spelling supplemental program.

3. Ehri, L. C., & Rosenthal, J. (2007). Spellings of Words: A Neglected Facilitator of Vocabulary Learning. Journal of Literacy Research, 39(4), 389–409. Retrieved from https://journals.sagepub.com/doi/pdf/10.1080/10862960701675341

Summary: Vocabulary learning is central to reading ability, spelling, and academic achievement. The review of literature reveals that little attention has been focused on the contributions that spelling might make to vocabulary learning. In this study the theory and evidence revealed that this is a serious oversight. The analysis shows that exposing second and fifth graders to the spellings of new vocabulary words enhances their memory for pronunciations and meanings of the words. Students with better developed orthographic knowledge benefit more from spellings in learning vocabulary words.