Knowledge and Skills Statement
Have students write or orally spell multisyllabic words from a list or found within a piece of text. Include in the list or text words with multiple sound-spelling patterns such as cheeseburger and mountainside. Observe and document whether students accurately apply phonetic knowledge while spelling the words with multiple sound-spelling patterns.
Further Explanation
This assessment requires students to apply phonetic knowledge in order to correctly spell a variety of multisyllabic words with multiple sound-spelling patterns. As multisyllabic words can be long and difficult to spell, students must learn how to break down words into smaller parts. This knowledge is acquired through practice and experience with decoding and spelling single syllable words with simpler sound-spelling patterns.
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.