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.
English Language Arts and Reading.3.2.B.iv
The student is expected to
demonstrate and apply spelling knowledge by:
Knowledge and Skills Statement
Demonstrated Proficiency of ELA.3.2.B.iv
A teacher may wish to assess this SE following explicit instruction on SE 3.2.A.i, decoding multisyllabic words with multiple sound-spelling patterns. After students read the words aloud, task them with writing a sentence for each word. Note whether students spell the words correctly.
Further Explanation
This assessment requires students to understand how word parts support decoding and spelling of multisyllabic of sound-spelling patterns is acquired through practice and words. As multisyllabic words can be long and difficult to spell, students must learn how to break down words into smaller parts. Knowledge experience with decoding and spelling is built upon as students become proficient in decoding and spelling single syllable words with simpler sound-spelling patterns.
Supporting Information for ELA.3.2.B.iv
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. Ehri, L. C., & Rosenthal, J. (2007). Spellings of Words: A Neglected Facilitator of Vocabulary Learning. Journal of Literacy Research, 39(4), 389–409. Accessed online at 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 spellings might make to vocabulary learning. In this study the theory and evidence revealed that this is a serious oversight. The analysis reveal; 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 than students with weaker knowledge.
3. 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. Accessed online at 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 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.