- English Language Arts and Reading
- Grade 5
- Developing and sustaining foundational language skills
decoding multisyllabic words with closed syllables; open syllables; VCe syllable; vowel teams, including digraphs and diphthongs; r-controlled syllable; and final stable syllable;
Instruct students to read aloud multisyllabic words from a list or within a piece of text. Include in the list or text words with specific syllable types.
The syllable types include the following:
This assessment requires students to apply phonetic knowledge to correctly decode and read aloud a variety of multisyllabic words. As multisyllabic words can be long and difficult to decode, students must learn how to break down words into smaller parts. This knowledge is acquired through practice and experience with decoding words with closed syllables, open syllables, VCe syllables, vowel teams, r-controlled syllables, and final stable syllables. Additionally, this knowledge is built upon as students become proficient with single-syllable words with simpler sound-spelling patterns. As students read, observe and document whether they are able to accurately decode the words. Word work can occur in all modalities to support all learning styles.
Treiman, R. (2018). What research tells us about reading instruction. Psychological Science in the Public Interest, 19(1), 1–4. doi: 10.1177/1529100618772272
Summary: Treiman provides an overview of how reading develops. The primary purpose of this study is to inform educators, researchers, and parents on which strategies are the most effective in teaching reading. The author includes a discussion on the ongoing debate of whole language versus phonetics.