English Language Arts and Reading.5.2.B.iii

The student is expected to

demonstrate and apply spelling knowledge by:

 

spelling multisyllabic words with multiple sound-spelling 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.

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.

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.
Students must be able to spell and differentiate between the six basic syllable spelling patterns, which include closed, open, vowel-consonant-e, vowel team, vowel-r, consonant-l. The syllable types help explain spelling patterns such as doubled letters. They also help students recognize and recall longer printed words more efficiently. Students who notice redundant patterns in print can develop automatic word recognition and spelling skills. (See SE 5.2.B.i for examples of the six basic syllable 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.