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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.

A teacher may wish to assess SE 3.2.B.iii, following explicit instruction on compound words, with SE 3.2.A.iii. Have students join with a partner to create a compound word using two index cards. Each index card will have one part of a compound word written on it. Then have students read their compound words aloud. Task students with writing each word as each pair reads their compound word. Note whether students spell compound words correctly and provide immediate feedback when possible.

Further Explanation

This assessment requires students to demonstrate and apply spelling knowledge to correctly spell compound words. This knowledge is acquired and built upon through practice and experience decoding and spelling a variety of words.

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)
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.
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)
English words can be manipulated in various ways to achieve different purposes. Whole words can be combined to create new words (compound words) or even be condensed by using contractions and abbreviations. These changes can help convey ideas quickly and efficiently. For example, with compound words, instead of having to say, “He is a boy who works with cows,” you could say “He is a cowboy.” Or instead of “She went to the store where the books are sold,” you could say, “She went to the bookstore.”

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. Miller, S. J., Noell, G. H., McIver, E. C., & Lark, C. R. (2017). Cross-Modality Generalization in Reading and Spelling Instruction. School Psychology Review, 46(4), 408+. Retrieved from https://link.galegroup.com/apps/doc/A531844252/PROF?u=tea&sid=PROF&xid=6272e5aa

Summary: Research was conducted in two studies: the first evaluated oral and written spelling for instructional efficiency, and the second compared the spelling instruction that was most efficient in Study 1 with word reading instruction alone as well as combined word reading and spelling instruction. Efficiency was measured by rates of acquisition.