- English Language Arts and Reading
- Grade 4
- Developing and sustaining foundational language skills
demonstrate and apply spelling knowledge by:
spelling words using advanced knowledge of syllable division patterns;
A teacher may wish to pair SE 4.2.B.iv with SE 4.7.B and assess both SEs at the same time. With 4.7.B, students write responses that demonstrate understanding of texts, including comparing and contrasting ideas across a variety of texts. After students read two different texts, task them with writing a response to explain how the ideas in the texts are similar and different. Encourage students to include multisyllabic words with a variety of syllable division patterns in their response. Have students work in pairs to edit each other's writing, instructing them to pay special attention to the spelling of multisyllabic words. This SE can be paired with numerous SEs. A teacher may also consider pairing this activity with concepts addressed in the following SEs: 4.12.A, 4.12.B, 4.12.C, and 4.12.D.
This assessment requires students to apply decoding and encoding skills. 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 these rules consistently instead of using invented spelling because students may unknowingly write a real word that they did not intend, creating confusion for the reader. Students must be able to spell and differentiate between the different syllable division patterns, which include the following:
This knowledge is acquired through instruction and practice with dividing words into syllables and experience with reading and spelling a variety of multisyllabic words. Additionally, this knowledge is built upon as students become proficient in spelling single syllable words with simpler, sound-spelling patterns. Assessing this SE includes reading the student’s written work to determine whether they accurately apply phonetic knowledge in their writing.
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.