- English Language Arts and Reading
- Grade 3
- Developing and sustaining foundational language skills
demonstrate and apply spelling knowledge by:
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.
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.
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.