Knowledge and Skills Statement
Task students with identifying and listing multisyllabic words with the different syllable types while reading a self-selected text. After students have finished reading the text, have them create sentences using the words they found.
The syllable types include the following:
- Closed syllable: a syllable with a vowel followed by a consonant
The vowel is usually pronounced with the short vowel sound such as /cell/ in cellist and /pic/ in pickle. - Open syllable: a syllable that ends in a single vowel
The vowel is usually pronounced with the long vowel sound such as /mu/ in music and /ba/ in bacon. - VCe syllable: a syllable with a vowel followed by a consonant and the letter e
The vowel is usually pronounced with the long vowel sound such as /ame/ in became and /ale/ in exhale. - Vowel team/digraph syllable: a syllable with two vowels together that make one vowel sound such as /oi/ in rejoice and /ou/ in cloud
- Vowel team/diphthong syllable: a syllable with two vowels together that make a new vowel sound formed by the combination of both vowel sounds such as /ow/ in allowed and /ou/ in around
- R-controlled syllable: a syllable with the letters er that is pronounced /er/ such as /er/ in concert and /er/ in served
- Final stable syllable: a syllable at the end of a word with a consonant followed by the letters le and that has a silent e such as /ble/ in audible and /ple/ in people
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 in the six syllable types 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.
Research
1. Ehri, L. C., & Rosenthal, J. (2007). Spellings of words: A neglected facilitator of vocabulary learning. Journal of Literacy Research, 39(4), 389–409. doi:10.1080/10862960701675341
Summary: The topic of this study is the importance of spelling in retaining the meaning and pronunciation of words. The authors review theory and evidence, which reveals that spelling is routinely overlooked as a critical element in learning vocabulary.
2. Simmons, K. D., & Carpenter, L. B. (2010). Spelling and assistive technology: Helping students with disabilities be successful writers. Physical Disabilities: Education and Related Services, 29(2), 5–19. Retrieved from https://eric.ed.gov/?q=spelling&ft=on&id=EJ955433
Summary: In this study, the researchers focus on spelling supplements and assistive technology devices that may be used to support students with disabilities. The primary skill gained is spelling. Three examples illustrate how these devices can improve the student's ability to spell.