English Language Arts and Reading.5.2.B.ii

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The student is expected to

demonstrate and apply spelling knowledge by:

 

spelling words with consonant changes, including/t/ to/sh/ such as in select and selection and/k/ to/sh/ such as music and musician;

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 base words ending in /k/ or /t/. Task students with spelling new words by adding -ian or -tion in which the new word has a change in the pronunciation of the consonant. Students can spell the words orally or in writing.

Words to consider:

  • Front: music, back: musician
  • Front: electric, back: electrician
  • Front: optic, back: optician
  • front: magic, back: magician
  • Front: act, back: action
  • Front: select, back: selection
  • Front: inspect, back: inspection
  • Front: protect, back: protection
     

Further Explanation

This assessment requires students to apply phonetic knowledge in order to correctly spell a variety of words with consonant changes. This knowledge is acquired through practice and experience with decoding and spelling words with consonant changes including /t/ to /sh/ and /k/ to /sh/.

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 these rules consistently instead of using invented spelling because they may unknowingly write a word that is real but that they did not intend, causing confusion for their reader.
a speech sound in which the flow of breath is constricted or stopped by the tongue, teeth, lips, or some combination of these; all alphabet letters except for a, e, i, o, and u
Students must be able to spell words with consonant alternation. Students must be aware of how consonants change in pronunciation from one form of a word to another, even though most stay the same in spelling (for example the s sound in repress when it becomes repression).

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.