English Language Arts and Reading.4.2.B.iii

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The student is expected to

demonstrate and apply spelling knowledge by:

 

spelling multisyllabic words with multiple sound-spelling patterns;

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.

Provide students with a list of multisyllabic words with multiple sound-spelling patterns. Include a variety of syllable types in the words. Have students work in pairs to take turns reading and spelling the words. The reader will read the word, show the word, and orally spell the word. The speller will hear the word, see the word, and then spell the word either orally or in writing.

Examples of multisyllabic words with multiple sound-spelling patterns:

  • Drowsy
  • Compound
  • Royalty
  • Mermaid
  • Gurgle
  • Charcoal
  • Marshmallow
  • Enormous
  • Sanitize
  • Underneath 
  • Employee
  • Ointment
  • Dominate
  • Remainder
  • Consonant 
     

Further Explanation

This assessment requires students to understand how word parts support decoding and spelling of multisyllabic words. As multisyllabic words can be long and difficult to spell, students must learn how to break down words into smaller parts. Knowledge of sound-spelling patterns is acquired through practice and experience with decoding and spelling and is built upon as students become proficient in decoding and spelling single syllable 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 apply or demonstrate these rules consistently instead of using invented spelling because they may unknowingly write a real word that they did not intend, causing confusion for their reader.
Students must be able to spell and differentiate among the six basic syllable spelling patterns, which include closed, open, vowel-consonant-e, vowel team, vowel-r, and 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 6.2.B.i for examples of the six basic syllable spelling patterns.)

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: This study considers the value of and approaches to building readers' multisyllabic word skills through explicit  instruction in syllables and morphemes.

2. Powell, D. A., & Aram, R. (2008). Spelling in parts: a strategy for spelling and decoding polysyllabic words. The Reading Teacher, 61(7), 567+. Retrieved from https://link.galegroup.com/apps/doc/A178084044/PROF?u=tea&sid=PROF&xid=2d1bc52e

Summary: This article introduces the "Spelling in Parts" strategy to help students break big words into smaller chunks, giving students the chance to discover new spelling patterns. Children who learn to spell primarily with sound strategies may be successful with words that fit common spelling patterns. For example, children will be successful spelling consonant-vowel-consonant (CVC or closed syllable) words and consonant-vowel-consonant-silent e (CVCe) words, and consonant-vowel (CV or open-syllable) words (e.g., pro in propel), and closed two-syllable CVC-CVC words (e.g., dentist).