English Language Arts and Reading.3.2.B.v

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The student is expected to

demonstrate and apply spelling knowledge by:

 

spelling words using knowledge of syllable division patterns such as VCCV, VCV, and VCCCV;

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.

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.

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.
Syllable division patterns are the rules regarding how words should be divided into syllables (e.g., split doubled letters as in let-ter, split vc-cv patterns as in sis-ter or af-ter). Students should differentiate among and spell the six basic syllable spelling patterns: closed, open, vowel-consonant-e, vowel team, vowel-r, consonant-l. The syllable types help explain spelling patterns such as doubled letters. They also help students recognize and recall longer printed words more efficiently. Students who notice redundant patterns in print can develop automatic word recognition and spelling skills. (See SE 3.2.B.i for examples of the six basic syllable types.)

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.