English Language Arts and Reading.5.2.A.iii

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The student is expected to

demonstrate and apply phonetic knowledge by:

 

decoding words using advanced knowledge of syllable division 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.

Task students with examining unknown words as they relate to the different syllable types. Students use what they know about syllable types while reading aloud multisyllabic words in a text. Include text with unknown words in specific syllable types.
 

Further Explanation

This assessment requires students to have knowledge of how syllable division patterns impact the way in which a word is pronounced. This knowledge is acquired from practice with dividing words into syllables and experience with reading a variety of multisyllabic words. Students apply what they know about known words as they decode unknown words. 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.

Syllable division patterns are the rules regarding how words should be divided into syllables (e.g., split doubled letters as in let-ter, split vc-cv patterns as in sis-ter or af-ter). Advanced knowledge of syllable division implies understanding more complex rules (e.g., when a vowel is sounded alone in a word, it forms a syllable itself like in grad-u-ate or a-pron).
Decoding words means sounding them out according to letter-sound relationship conventions. In reading, this concept refers to word identification rather than word comprehension.
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 (reading) words they encounter in various formats from activities in the classroom to stories they read for pleasure.
rules regarding the division of words into syllables (e.g., split doubled letters as in but-ter) such as VC, CVC, CCVC. CVCC, VCCV, VCV, and VCCCV patterns Note that there are exceptions to the rules regarding syllable division.

Research

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.