- English Language Arts and Reading
- Grade 4
- Developing and sustaining foundational language skills
decoding words using advanced knowledge of syllable division patterns such as VV;
This SE can be assessed while working in small reading groups with grade-appropriate text. Have students identify and make a list of words with a vowel followed by a vowel, and then have students take turns reading the words aloud to the group. As students read aloud, observe and document whether they are able to read the words accurately.
Notes:
This assessment requires students to have knowledge of how syllable division patterns, such as such as in words with a vowel followed by a vowel, impact the way a word is pronounced. This knowledge is acquired through practice in dividing words into syllables and experience with reading a variety of multisyllabic words. Word work can occur in all modalities to support all learning styles.
Gates, L., & Yale, I. (2011). A logical letter-sound system in five phonic generalizations: this article introduces a strategy for teaching systematic phonics with a logical system of grapheme-phoneme relationships. The Reading Teacher, 64(5), 330+. Retrieved from https://link.galegroup.com/apps/doc/A249869571/PROF?u=tea&sid=PROF&xid=02914556
Summary: Researchers look at phonetic knowledge and show teachers an approach to basic vowel words, providing examples of one-syllable CVC words, one-syllable VCe words, and one-syllable CVVC words. The article provides guidance on individualizing phonetic instruction and connecting it with daily reading to build students' phonetic knowledge.