Knowledge and Skills Statement
The following is one example of how to assess proficiency of this student expectation (SE) or a portion of the SE. More examples coming soon.
A teacher may wish to assess this SE following explicit instruction on SE 3.2.A.iv, decoding words using knowledge of syllable division patterns such as VCCV, VCV, and VCCCV with accent shifts. Assess each syllable division pattern separately at first, and then assess multiple patterns together once mastery has been reached.
To assess, read aloud a list of words with syllable division patterns such as VCCV, VCV, and VCCCV with accent shifts. Note whether students accurately apply knowledge of how syllable division patterns impact the way in which a word is pronounced and spelled as they write the words.
Further Explanation
This assessment requires students to demonstrate and apply spelling knowledge in order to correctly spell words with syllable division patterns such as VCCV, VCV, and VCCCV. Knowledge of sound-spelling patterns is acquired through practice and experience with decoding and spelling and is built upon as students become proficient decoding and spelling words with simpler, sound-spelling patterns.
Research
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: This study considers the value of and approaches to building readers' multisyllabic word skills through explicit instruction in syllables and morphemes.