Standard(s):
[ELA2021] (1) 7 : 7. Apply knowledge of phoneme-grapheme correspondences and word analysis skills to decode and encode words accurately both in isolation and within decodable, grade-appropriate texts.
a. Produce the most frequent sound(s) for each letter of the alphabet, including x, q, and the long and short sounds of the vowels.
Examples: x= /ks/; q=/kw/; a=/ă/ and /ā/, s= /s/ and /z/
b. Decode and encode regularly-spelled, one-syllable words with closed syllables, open syllables, and vowel-consonant-e syllables, including words with blends in initial and final position.
Note: Consonant blends should include st-, sm-, sn-, -st, -ft, -lp, sl, cr, cl, tr, dr, nt, nd, mp, and nk, at a minimum.
c. Decode words with digraphs, trigraphs, and combinations, including digraphs ck, sh, th, ch, wh, ph, ng, trigraphs tch and dge, and combination qu.
Note: Some programs/experts call wh a combination, others call it a digraph. Use common language across the school/district.
d. Decode words with a after w read /ä/ and a before l read /â/.
Examples: wash, water, wasp; tall, all, talk, small, fall
e. With prompting and support, decode words with the hard and soft sounds of c and g, in context and in isolation.
Examples: c=/k/ before a, o, u, or any consonant and c= /s/ before i, e, or y; g=/g/before a, o, u, or any consonant and g=/j/ before i, e, or y
f. Decode words with vowel y in the final position of one and two syllable words, distinguishing the difference between the long /ī/ sound in one-syllable words and the long /ē/ sound in two-syllable words, and words with vowel y in medial position, producing the short /ĭ/ sound for these words.
Examples: fly, my; baby, happy; myth, gym
g. Decode regularly spelled one-syllable words with vowel-r syllables, including ar, er, ir, or, and ur.
h. With prompting and support, decode words with common vowel team syllables, including ai, ay, ee, ea, igh, ie, oa, ou, ow, au, aw, oe, oo, ew, oi, oy, and ue.
i. With prompting and support, decode words that follow the -ild, -ost, -old, -olt, and -ind patterns.
Examples: mild, host, fold, jolt, kind
j. With prompting and support, decode two-syllable words using knowledge of closed syllables, open syllables, vowel-consonant-e syllables, vowel-r syllables, common vowel team syllables, and consonant-le syllables, including compound words that fit multiple syllable types.
k. With prompting and support, decode words with silent letter combinations.
Examples: kn, wr, mb, gh, gn
l. With prompting and support, decode words with common prefixes including un-, dis-, in-, re-, pre-, mis-, non-, and ex-.
m. With prompting and support, decode words with common suffixes, including words with dropped e and y-to-i changes for suffix addition.
Examples: -s, -ed, -ing, -es, -er, -est, -en, -y, -ly
n. Decode contractions with am, is, has, and not.
Examples: I'm, he's, she's, isn't, don't
o. Decode grade-appropriate high frequency words that are spelled using predictable, decodable phoneme-grapheme correspondences.
Examples: saw, all, made, can, his, walk, let, open, time
[ELA2021] (2) 10 : 10. Apply knowledge of phoneme-grapheme correspondences, multisyllabic word construction, and syllable division principles to decode and encode (spell) words accurately in isolation and in context.
a. Decode multisyllabic words with common syllable patterns, including open/closed, vowel-r, vowel-consonant-e, vowel teams, consonant-le, and schwa syllables.
b. Apply knowledge of multisyllabic word construction and syllable division principles to decode grade-appropriate multisyllabic words.
Examples: VC/CV, V/CV, VC/V, CV/VC; rab-bit, o-pen, cab-in, li-on
c. Decode and encode words with three-consonant blends and blends containing digraphs.
d. Decode and encode words with consonant digraphs, trigraphs, and combinations.
Examples: qu, sh, ch, th, ph, wh, tch, dge
e. Decode and encode words with variable vowel teams and vowel diphthongs.
Examples: oi, oy; ou, ow; au, aw; oo, ew, ue; ee, ea; igh, ie; ai, ay
f. Decode and encode words with vowel-r combinations.
Examples: ar, air, are, ear, eer, er, ere, eir, ir, or, oar, ore, our, ur
g. Decode and encode words that follow the -ild, -ost, -old, -olt, and -ind patterns.
Examples: wild, most, cold, colt, mind
h. Decode and encode words with a after w read /ä/ and a before l read /â/.
Examples: wash, water, wasp; tall, all, talk, small, fall
i. Decode and encode words with or after w read /er/.
Examples: world, word, worm, worst, work
j. Decode and encode words with the hard and soft sounds of c and g, in context and in isolation.
Examples: c=/k/ before a, o, u, or any consonant and c= /s/ before i, e, or y
g=/g/ before a, o, u, or any consonant and g=/j/ before i, e, or y
k. Decode and encode words with vowel y in the final position of one and two syllable words, distinguishing the difference between the long /ī/ sound in one-syllable words and the long /ē/ sound in two-syllable words, and words with vowel y in medial position, producing the short /ĭ/ sound for these words.
Examples: fly, my; baby, happy; myth, gym
l. Decode words with silent letter combinations.
Examples: kn, mb, gh
m. Decode and encode words with prefixes and suffixes, including words with dropped e and y-to-i changes for suffix addition.
Examples: pro-, trans-, non-, mid-; -ful, -less, -ness, -ed, ing, -es, -er, -est, -en, -y, -ly
n. Decode and encode grade-appropriate high frequency words that are spelled using predictable, decodable phoneme-grapheme correspondences, including those that contain only one irregularity.
Examples: decodable - number, way, my, than, word
decodable except for one irregularity - other (o is schwa), from- (o is schwa)
what - (a is schwa or short o depending on dialect)
o. Decode and encode contractions with am, is, has, not, have, would, and will.
Examples: I'm, he's, she's, isn't, don't, I've, he'd, they'll
[ELA2021] (3) 8 : 8. Apply knowledge of phoneme-grapheme correspondences, multisyllabic word construction, and syllable division principles to decode and encode (spell) words accurately in isolation and in context.
a. Decode multisyllabic words with common syllable patterns, including open/closed, vowel-r, vowel-consonant-e, vowel teams, consonant-le, and odd or schwa syllables.
b. Apply knowledge of multisyllabic word construction and syllable division principles to decode grade-appropriate multisyllabic words.
Examples: VC/CV, V/CV, VC/V, CV/VC; com-mit-ment, e-vent, ev-er-y, po-et
c. Decode and encode words with three-consonant blends, digraphs, trigraphs, quadrigraph eigh, combinations, diphthongs, and silent letter combinations.
Examples: spl-, str-, scr-, squ-; th, sh, ch, ck, ph; tch, dge, igh; er, ir, ar, or; oi, oy, ou, ow; kn, gn, mb, wr, gh
d. Decode and encode words with graphemes that represent multiple sound-symbol correspondences by applying knowledge of most common to least common frequency.
Examples: y can be read /y/ in yet, /ē/ in candy, /ī/ in fly
digraph ch can be read /ch/ in chair, /sh/ in chef, and /k/ in school
diphthong ow is read /ou/ in cow, but digraph ow is read /ō/ in snow
e. Decode and encode multisyllabic words using knowledge of stress or accent to pronounce a word correctly, including the schwa sound when appropriate.
Examples: the noun con'/vict vs. the verb con/vict'; the noun pro'/duce vs. the verb pro/duce'
f. Decode and encode words using knowledge of the morphological structure of a word, including prefixes, suffixes, and roots.
Examples: fore-, anti-, post-, sub-; -ment, -hood, -er, -or; port, ject, form, dict
g. Decode and encode contractions with am, is, has, not, have, would, and will.
Examples: I'm, he's, she's, isn't, don't, I've, he'd, they'll
h. Decode and encode frequently confused homophones accurately using knowledge of English and meaning to facilitate learning.
Examples: hear/here; night/knight; tacks/tax
i. Decode and encode words with hard and soft c and g.
j. Decode and encode grade-appropriate high frequency words that follow regular and irregular phoneme-grapheme correspondences, using knowledge of the specific sound-symbol correspondences that are irregular.
