English Language Arts and Reading.4.2.A.i

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The student is expected to

demonstrate and apply phonetic knowledge by:

 

decoding words with specific orthographic patterns and rules, including regular and irregular plurals;

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.

Select a text that includes new words with specific orthographic patterns and rules, including regular and irregular plurals. Have students read the text to a partner using their prior knowledge of how to decode new words. Instruct students to read sentences that include words with specific orthographic patterns and rules, including regular and irregular plurals. Possible words include elf/elves, man/men, ox/oxen, tomato/tomatoes.

Note:

Provide texts at individual students’ reading levels for those reading above or below grade level.
 

Further Explanation 

This assessment requires students to apply phonetic knowledge to correctly decode and read aloud words with specific orthographic patterns and rules. This knowledge is acquired through practice and experience with decoding and is built upon as students become proficient in decoding words with simpler, orthographic patterns. As students read, observe and document whether they can accurately decode the words. Word work can occur in all modalities to support all learning styles.

When students demonstrate phonetic knowledge, they are not creating written content that incorporates an understanding of phonetic principles, but rather reviewing content and determining how the principles have been applied. Students will do this when decoding words they encounter in various formats, from activities in the classroom to stories they read for pleasure.
nouns that are made plural in a way other than by adding an s or es to the end of the word (e.g., loaf becomes loaves, cactus becomes cacti)
the arrangement of letters that visually represent the correct spelling of a word(s) in a given language
the set of conventions that apply to how words are spelled (Note: Not all words follow the orthographic rules of spelling.)
the vast majority of nouns that are made plural by adding an s or es to the end of the word (e.g., cat becomes cats, brush becomes brushes
Decoding words means sounding words out or using prior knowledge to read a new word. In this grade, students should be familiar with decoding words with consonant sounds that change from the base form. Examples include man/men, foot/feet, child/children.