Content Standard(s):
English Language Arts 31. Apply knowledge of grade-appropriate phoneme-grapheme correspondences and spelling rules (or generalizations) to encode words accurately.
a. Encode vowel-consonant (VC) and consonant-vowel-consonant (CVC) words, while using some knowledge of basic position-based rules for spelling English words in closed syllables.
Examples: /k/=k before i, e, or y as in kit; /k/= c before a, o, u, or any consonant as in cup, cat, cop; /k/= -ck after an accented short vowel as in duck, back, rock, pick, deck
b. Encode consonant-vowel (CV) words using knowledge of open syllable patterns.
Examples: he, me, she, go, no
c. Encode words with two-consonant blends in beginning position, including blends that are commonly confused with other spellings, by distinguishing the placement and action of the lips, teeth, and tongue during articulation.
Examples: cl, bl, sl, tr, cr, sk, st, sl, sm, sn, sp, sw, dr, br, bl
d. Encode words with consonant digraphs using knowledge that one sound may be spelled with two letters.
Examples: sh, th, ch, wh, ng, ck
e. Encode words with vowel-consonant-e syllable patterns.
Examples: hike, spike, joke, dime, make
f. With prompting and support, encode words with the common vowel teams and diphthongs.
Examples: ee, ea, oa, ai, a, au, aw, oi, oy, ou, ow, oo, igh
g. With prompting and support, encode words with vowel-r combinations ar, or, er, ir , and ur .
h. With prompting and support, encode words with final /ch/ sound spelled -ch and -tch .
Examples: /ch/= ch after a consonant, vowel-r, or vowel team as in munch, bunch, porch, smooch
hatch, crutch, ditch
i. With prompting and support, encode words with final /f/, /l/, and /s/ sounds in one-syllable base words by doubling the final consonant when it follows a short vowel sound.
Examples: cliff, hill, pass
j. Encode words with final /v/ sound, using knowledge that no English word ends with a v.
Examples: have, give, save
k. Encode grade-appropriate high frequency words that follow regular phoneme-grapheme correspondences.
Examples: am, at, can, he, we, be, in, it, came, like
l. Encode grade-appropriate high frequency words that follow regular phoneme-grapheme correspondences and patterns in all but one position, pointing out the part of the word that does not follow the regular pattern.
Examples: said, are, to
m. Encode words with suffixes -s, -es, -ing, -ed, -er , and -est .
Examples: dogs, wishes, jumping, jumped, faster, fastest
n. With prompting and support, encode words with common prefixes re-, un-, and mis-.
o. With prompting and support, encode frequently confused homophones, using knowledge of English and meaning to facilitate learning.
Examples: hear/here; for/four; to/too/two.To is a preposition which begins a prepositional phrase or an infinitive. Too is an adverb meaning "excessively" or "also." Two is a number. Many other words in English which reflect the number two are spelled with tw: twin, twice, between, tweezers.
Unpacked Content
Teacher Vocabulary:
31.
Knowledge
Grade-appropriate
Phoneme-grapheme correspondences
Spelling rules
Encode
Accurately
31a.
Encode
Vowel-consonant (VC) words
Consonant-vowel-consonant (CVC) words
Knowledge
Basic position-based rules
Closed syllables
31b.
Encode
Consonant-vowel (CV) words
Knowledge
Open syllable patterns
31c.
Encode
Two-consonant blends
Beginning position
Commonly confused blends
Distinguishing
Placement
Action
Lips, teeth, tongue placement and action
Articulation
31d.
Encode
Consonant digraphs
31e.
Encode
Vowel-consonant-e syllable pattern
31f.
Encode
Common vowel teams
Common diphthongs
Prompting
Support
31g.
Encode
vowel-r combinations
Prompting
Support
31h.
Encode
Final /ch/ sound
Prompting
Support
31i.
Encode
Final /f/, /l/, and /s/ sounds
One-syllable base words
Doubling
Final consonant
Short vowel sound
Prompting
Support
31j.
31k.
Encode
Grade-appropriate high frequency words
Regular phoneme-grapheme correspondences
31l.
Grade-appropriate high frequency words
Regular phoneme-grapheme correspondences and patterns
Position
Irregular pattern
31m.
31n.
Encode
Common prefixes
Prompting
Support
31o.
Encode
Frequently confused homophones
Knowledge of English
Meaning
Facilitate
Prompting
Support Knowledge:
31. Students know:
Grade-appropriate phoneme-grapheme correspondences.
Spelling rules (or generalizations).
31a.
Vowel-consonant (VC) and consonant-vowel-consonant (CVC) words.
Closed syllables follow a VC or CVC pattern.
31b.
Consonant-vowel (CV) words.
Open syllable patterns.
31c.
Words with two-consonant blends in beginning position.
Blends that are commonly confused, such as the tr blend and digraph ch and the dr blend and letter j .
The placement and action of the lips, teeth, and tongue during articulation.
31d.
Consonant digraphs, such as sh, th, ch, wh, ng, ck .
One sound (phoneme) may be spelled with two letters (graphemes).
31e.
The vowel-consonant-e syllable pattern.
31f.
Common vowel teams and diphthongs, such as ee, ea, oa, ai, a, au, aw, oi, oy, ou, ow, oo, igh .
31g.
The vowel-r combinations of ar, or, er, ir, and ur .
31h.
Words with a /ch/ sound in the final position can be spelled with a -ch or -tch , depending on the previous letters.
31i.
One-syllable words with a short vowel sound that end with a /f/, /l/, or /s/ sound should be spelled by doubling the final consonant.
31j.
Words with final /v/ sound.
No English word ends with a v .
31k.
Grade-appropriate high frequency words.
Regular phoneme-grapheme correspondences.
31l.
Grade-appropriate high frequency words that follow regular phoneme-grapheme correspondences and patterns in all but one position.
The part of a word that does not follow the regular phoneme-grapheme correspondence.
31m.
The suffixes -s, -es, -ing, -ed, -er, and -est. can be added to the end of base words.
31n.
The common prefixes re-, un-, and mis- can be added to the beginning of base words.
31o.
Frequently confused homophones, such as hear/here; for/four; to/too/two . Skills:
31. Students are able to:
Encode (spell) words accurately by applying knowledge of phoneme-grapheme correspondences and spelling rules.
31a.
Encode (spell) vowel-consonant and consonant-vowel-consonant words, using knowledge of basic position-based spelling rules, such as the C-K Spelling Rule .
31b.
Encode consonant-vowel words, using knowledge of open syllable patterns.
31c.
Distinguish the placement and action of the lips, teeth, and tongue during articulation of words with two-consonant blends in beginning position.
Encode words with two-consonant blends in beginning position.
31d.
Encode (write/spell) words with consonant digraphs.
31e.
Encode (write/spell) words with the vowel-consonant-e syllable patterns, such as hike, spike, joke, dime, make .
31f.
With prompting and support, encode (write/spell) words with common vowel teams and diphthongs.
31g.
With prompting and support, encode (write/spell) words with vowel-r combinations.
31h. With prompting and support,
Choose -ch or -tch to correctly spell words with the final /ch/ sound.
Accurately encode (write/spell) words with final /ch/ sound spelled -ch and -tch .
31i. With prompting and support,
Encode (write/spell) one-syllable words with final /f/, /l/, and /s/ sounds by doubling the final consonant when it follows a short vowel sound, such as in cliff, hill, pass .
31j.
Encode (write/spell) words with final /v/ sound by adding an e at the end of the word, such as in have, give, save .
31k.
Encode (write/spell) grade-appropriate high frequency words, such as am, at, can, he, we, be in, it, came, like .
31l.
Encode (write/spell) grade-appropriate high frequency words that follow regular phoneme-grapheme correspondences and patterns in all but one position, such as said, are, to .
31m.
Encode (write/spell) words with suffixes, such as dogs, wishes, jumping, jumped, faster, fastest .
31n.
With prompting and support, encode (write/spell) words with common prefixes re-, un-, and mis- .
31o.
With prompting and support, encode (write/spell) homophones using knowledge of the English language and word meaning. Understanding:
31. Students understand that:
They can use spelling generalizations/rules, syllable division principles, and their knowledge of letter-sound correspondences to spell and write words accurately.
31a.
There are rules to help accurately encode vowel-consonant and consonant-vowel-consonant words.
31b.
Open syllable patterns are syllables that end with a vowel that makes a long vowel sound.
31c.
Knowing the placement and action of the lips, teeth, and tongue during articulation will help them accurately encode (spell/write) words with two-consonant blends in the beginning position.
Being aware of commonly confused blends will improve their encoding abilities.
31d.
A consonant digraph is when one sound is spelled with more than one consonant.
31e.
They should use syllable pattern rules to accurately spell vowel-consonant-e words.
31f.
Vowel teams are a combination of two, three, or four letters that represent one vowel sound.
Diphthongs are a combination of vowels that glide in the middle due to a shifting mouth position.
31g.
That vowel-r combinations are a single vowel letter followed by the letter r that represent a unique vowel sound.
31h.
The final /ch/ sound can be spelled with -ch or -tch .
They should decide which spelling to use based on the previous letters in the word.
31i.
They should double the final consonant after a short vowel sound in one-syllable words that end in -f, -l , and -s .
31j.
There are no words in the English language that end with a letter v , so they must add an e to the end of the word to spell and write it accurately.
31k.
High frequency words are words they will use often in their writing, so it is important to learn to encode them quickly and accurately.
Known phoneme-grapheme correspondences can be used to accurately encode words.
31l.
Some high frequency words have irregular spelling patterns that they must learn to be able to spell and write the words accurately.
31m.
Suffixes are added to the end of a base word and some have predictable spelling patterns.
31n.
Prefixes are added to the beginning of a base word and some have predictable spelling patterns.
31o.
Homophones are words that are pronounced the same but have different spellings and meanings.
It is important to spell homophones accurately to convey their intended message.
English Language Arts 38. Apply knowledge of grade-appropriate phoneme-grapheme correspondences, multisyllabic word construction, syllable division principles, and spelling rules (or generalizations) to encode words accurately.
a. Encode grade-appropriate multisyllabic words using knowledge of syllable types, including open, closed, vowel-consonant-e, vowel teams, vowel-r, and consonant-le.
b. Apply knowledge of multisyllabic word construction and syllable division principles to encode grade-appropriate words correctly.
Examples: VC/CV, V/CV, VC/V, CV/VC; rab-bit, o-pen, cab-in, di-et
c. Encode words with final /v/ and /j/ sounds using knowledge that no English word ends with a, v, or j .
Examples: have, give, save; cage, rage, budge, lodge
d. Encode one- and two-syllable words with long and short vowel patterns.
e. Encode words with two- and three-consonant blends, including those containing digraphs.
Examples: st, sm, sn, sl, cl, dr, br, bl, str, scr, thr, squ, spl, spr
f. Encode words with consonant digraphs, trigraphs, and combinations.
Examples: ph, gh, ch, sh, wh, th, ng, tch, dge, qu
g. Encode words with the common vowel teams, including diphthongs.
Examples: ai, ay, ea, ee, ei, igh, oa, ow, ou, ue, ew, eigh
h. Encode words with vowel-r combinations.
Examples: ar, or, ir, er, ur, air, ear, oar
i. Encode words that follow the -ild, -ost, -old, -olt, and -ind patterns.
Examples: wild, cold, most, colt, mind
j. Encode words with a after w read /ä/ and a before l read /â/.
Examples: wash, water, wasp; tall, all, talk, small, fall
k. Encode words with or after w read /er/.
Examples: world, word, worm, worst, work
l. Encode words with hard and soft c and g .
Examples: carry, cent; game, giraffe
m. 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
n. 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
o. 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
p. Encode contractions with am, is, has, not, have, would, and will , using apostrophes appropriately.
Examples: I'm, he's, she's, isn't, don't, I've, he'd, they'll
q. Encode frequently confused homophones accurately, using knowledge of English orthography and meaning to facilitate learning.
Examples: their/they're/there; eight/ate; cent/scent/sent
Unpacked Content
Teacher Vocabulary:
38.
Phoneme-grapheme correspondences
Multisyllabic word construction
Syllable division principles
Spelling rules
Generalizations
Encode
Accurately
38a.
Encode
Multisyllabic
Syllable types
Open syllable
Closed syllable
Vowel-consonant-e syllable
Vowel team syllable
vowel-r syllable
Consonant-le syllable
38b.
Multisyllabic word construction
Syllable division principles
Encode
38c.
Encode
Final /v/ sound
Final /j/ sound
38d.
Encode
One-syllable words
Two-syllable words
Long vowel patterns
Short vowel patterns
38e.
Encode
Two-consonant blends
Three-consonant blends
Digraphs
38f.
Encode
Consonant digraphs
Trigraphs
Combinations
38g.
Encode
Vowel teams
Diphthongs
38h.
Encode
vowel-r combinations
38i.
38j.
38k.
38l.
Encode
Hard c
Soft c
Hard g
Soft g
38m.
Encode
Vowel y
Medial position
Final position
One-syllable words
Two-syllable words
Long /ī/ sound
Long /ē/ sound
Short /ĭ/ sound
38n.
Encode
Prefixes
Suffixes
Suffix addition
38o.
Encode
Grade-appropriate high frequency words
Predictable
Decodable
Phoneme-grapheme correspondences
Irregularity
38p.
Encode Contractions Apostrophes
38q.
Encode
Frequently confused homophones
English orthography
Meaning
Facilitate Knowledge:
38. Students know:
Grade-appropriate phoneme-grapheme correspondences.
Multisyllabic words are words that are composed of two or more syllables.
Syllable division principles.
Spelling rules (or generalizations).
To encode accurately means to spell a word correctly.
38a.
The features of a closed syllable.
The features of an open syllable.
The features of a vowel-consonant-e syllable.
The features of a vowel-r syllable.
The features of common vowel team syllables.
The features of a consonant-le syllable.
38b.
Multisyllabic words are words that are constructed of two or more syllables.
Multisyllabic words can be broken down into single syllables using syllable division principles.
38c.
Words with final /v/ sound.
No English word ends with a v .
Words with final /j/ sound.
No English words end with a j .
38d.
Vowels can make a long sound or a short sound.
Each type of vowel sound has predictable spelling patterns.
38e.
Consonant blends are a combination of two or three consonants in which each grapheme represents a phoneme sound.
Digraphs are two letter combination that represents a single phoneme sound in which neither letter represents its usual sound.
38f.
Digraphs are two letter combination that represents a single phoneme sound in which neither letter represents its usual sound.
Trigraphs are three letter combinations that represents a single phoneme sound.
Combinations are two letters that frequently appear together and have an associated phoneme.
38g.
Vowel teams are a combination of two, three, or four letters that represent for one vowel sound.
Diphthongs are single vowel phonemes that glide in the middle.
38h.
vowel-r combinations are a single vowel letter or vowel team followed by r that represents a unique vowel sound.
38i.
Words that follow the -ild, -ost, -old, -olt, and -ind patterns.
38j.
The letter a can be used to spell different sounds, depending on the letter the precedes it.
38k.
Words that are spelled with an or after w .
When an r follows a vowel, the vowel can make a different sound.
38l.
The hard sound of c is /k/.
The soft sound of c is /s/.
The hard sound of g is /g/.
The soft sound of g is /j/.
The spelling generalizations associated with hard and soft c and g .
38m.
The letter y can represent three different vowel sounds depending on the number of syllables in the words and its position in a word.
38n.
Prefixes are word parts that can be added to the beginning of a word to change the meaning of the word.
Suffixes are word parts that can be added at the end of the word to change the meaning of the word.
Some base words require changes in spelling before a suffix is added.
38o.
Grade-appropriate high frequency words that follow predictable, decodable phoneme-grapheme correspondences, as well as those that have one irregularity.
38p.
Contractions with am, is, has, not, have, would, and will , such as I'm, he's, she's, isn't, don't, I've, he'd, they'll .
38q.
Homophones are words that sound the same, but have different spellings and meanings.
Frequently confused homophones, such as their/they're/there; eight/ate; cent/scent/sent . Skills:
38. Students are able to:
Accurately encode (spell) single syllable and multisyllabic words using their knowledge of phoneme-grapheme correspondences, multisyllabic word construction, syllable division principles, and spelling generalization.
Accurately divide words into syllables to spell multisyllabic words correctly.
38a.
Accurately encode (spell) multisyllabic words using their knowledge of the spelling patterns of the six syllable types.
38b.
Accurately encode (spell) grade-appropriate multisyllabic words using knowledge of multisyllabic word construction and syllable division principles. For example, VC/CV, rab-bit; V/CV, o-pen; VC/V, cab-in; CV/VC, li-on.
38c.
Encode (spell) words with final /v/ sound by adding an -e at the end of the word, such as in have, give, save .
Encode (spell) words with final /j/ sound by adding an -ge or -dge at the end of the word, such as in cage, rage, budge, lodge.
38d.
Encode (spell) words with short and long vowel patterns in words that have one or two syllables.
38e.
Encode (spell) words with two-consonant blends, such as st, sm, sn, sl, cl, dr, br, bl.
Encode (spell) words with three-consonant blends, such as str, scr, spl, spr.
Encode (spell) words with a digraph paired with a consonant blend, such as thr, squ .
38f.
Encode (spell) words with consonant digraphs, such as ph, gh, ch, sh, wh, th, ng.
Encode (spell) words with consonant trigraphs, such as tch, dge.
Encode (spell) words with combinations, such as qu.
38g.
Encode (spell) words with common vowel teams and diphthongs, such as ai, ay, ea, ee, ei, igh, oa, ow, ou, ue, ew, eigh .
38h.
Encode (spell) words with vowel-r combinations, such as ar, or, ir, er, ur, air, ear, oar .
38i.
Encode (spell) words that follow the -ild, -ost, -old, -olt, and -ind patterns, such as wild, cold, most, colt, mind.
38j.
Encode (spell) words that have a after w read /ä/, such as wash, water, wasp .
Encode (spell) words that have a before l read /â/, such as tall, all, talk, small, fall.
38k.
Encode (spell) words with or after w pronounced /er/, such as world, word, worm, worst, work.
38l.
Encode (spell) words with the hard c , such as carry , and the soft c , such as cent .
Encode (spell) words with the hard g , such as game , and the soft g , such as giraffe .
38m.
Encode (spell) words with vowel y in the final position of one and two syllable words.
Distinguish the difference between the long /ī/ sound in one-syllable words (like fly and my ) and the long /ē/ sound in two-syllable words (like baby and happy ).
Encode (spell) words with vowel y in medial position, such as myth and gym .
38n.
Encode (spell) words with prefixes, suffixes, or both.
Change the endings of words by dropping the e when adding suffixes or changing the y -to-i , when appropriate.
38o.
Encode (spell) grade-appropriate high frequency words that are spelled using predictable, decodable phoneme-grapheme correspondences, such as number, way, my, than, word.
Encode (spell) grade-appropriate high frequency words that are spelled with one irregularity, such as other, from, what.
38p.
Encode (spell) contractions with am, is, has, not, have, would, and will , such as I'm, he's, she's, isn't, don't, I've, he'd, they'll , with correct apostrophe usage.
38q.
Encode (spell) homophones using knowledge of English orthography and word meaning. Understanding:
38. Students understand that:
To spell (encode), they must accurately represent the letter symbols (graphemes) that correspond to the spoken sounds (phonemes).
They can use syllable division principles to break a word apart to make it easier to spell.
They can use their knowledge of the six syllable types to accurately encode words.
There are spelling rules, or generalizations, in the English language that can help them spell words accurately.
38a.
They correctly spell multisyllabic words by using their knowledge of the spelling patterns of the six syllable types.
38b.
When spelling multisyllabic words, they should divide the word into individual syllables and use their knowledge of the syllable types to spell each syllable correctly.
38c.
There are no words in the English language that end with v , so words that end with a /v/ sound will follow the spelling rule of adding an -e to the end of the word.
There are no words in the English language that end with j , so words that end with a /j/ sound will follow the spelling rule of adding an -ge or -dge to the end of the word.
38d.
Vowels have more than one sound (long or short).
They can spell one or two-syllable words by knowing the spelling rules for long and short vowel patterns.
38e.
When spelling a word with a two- or three-letter consonant blend, each consonant produces its sound.
When spelling a word with a digraph and a blend, the digraph will be represented by two letters that make one sound, combined with a consonant that produces its sound.
38f.
Some words have special combinations of letters that can be encoded using their knowledge of phoneme-grapheme correspondences.
38g.
Vowel teams are a combination of two, three, or four letters that represent one vowel sound.
Diphthongs are a combination of vowels that glide in the middle due to a shifting mouth position.
38h.
When an r follows a vowel or a vowel team, the vowel sound frequently changes, and the spellings of these sounds are variable.
38i.
The can use the predictable spelling patterns of -ild, -ost, -old, -olt, and -ind to correctly spell words.
38j.
Adjacent letters and letter position within a word can change the sound a letter produces.
38k.
When the letters or come after w , they do not make the same sound as words with or after other letters, such as fork, Oreo .
When they hear the /er/ sound after the /w/ sound, the word will be spelled with the or vowel combination.
38l.
The letter that follows a c or g determines the sound that c or g will make in a word.
C makes a hard sound when it comes before a, o, u, or any consonant, and it makes a soft sound when it comes before i, e, or y. G makes a hard sound when it comes before a, o, u, or any consonant, and it makes a soft sound when it comes before i, e, or y.
38m.
Y can represent three vowel sounds: long /ī/, long /ē/, and short /ĭ/.
Letter y represents the long /ī/ sound in one syllable words when the y is in the final position.
Letter y makes the long /ē/ sound in two-syllable words when the y is in the final position.
Letter y represents the short /ĭ/ sound when the y is in the medial position of the word.
38n.
Prefixes are added to the beginning of a base word and some have predictable spelling patterns, like pro-, trans-, non-, mid-.
Suffixes are added to the end of a base word and some have predictable spelling patterns, like -ful, -less, -ness, -ed.
Words can be spelled by identifying the prefixes or suffixes within the word.
Some base words require changes before a suffix is added.
38o.
Some high frequency words have irregular spelling patterns that they must learn to be able to spell the words accurately.
38p.
Contractions are made up of two words that are shortened by combining the two words and replacing the omitted letters with an apostrophe.
Accurate spelling of contractions requires correct apostrophe usage.
38q.
Homophones are words that are pronounced the same but have different spellings and meanings.
It is important to spell homophones accurately to convey their intended message.
English Language Arts 32. Apply knowledge of grade-appropriate phoneme-grapheme correspondences, multisyllabic word construction, syllable division rules, and spelling rules (or generalizations) to encode words accurately.
a. Apply knowledge of multisyllabic word construction and syllable division principles to encode multisyllabic words.
Examples: VC/CV, V/CV, VC/V, CV/VC; com-mit-ment, e-vent, ev-er-y, po-et
b. Encode multisyllabic words, using common syllable patterns: open/closed, vowel-r, vowel-consonant-e, vowel teams, consonant-le, and odd or schwa syllables.
c. Encode words with two and three letter blends and previously taught digraphs, trigraphs, combinations, diphthongs, quadrigraph eigh, vowel y, hard and soft c and g, silent letter combinations, and contractions.
d. Encode words with less common prefixes, suffixes, and common Latin roots.
Examples: prefixes: fore-, pro-, intra-, inter-, trans-, non-, over-, sub-, super-, semi-, anti-, mid-, ex-, post-
e. Encode frequently confused homophones accurately, using context to determine correct spelling.
Examples: hear/here; night/knight; tacks/tax
Unpacked Content
Teacher Vocabulary:
32.
Knowledge
Grade-appropriate phoneme-grapheme correspondences
Multisyllabic word construction
Syllable division rules
Spelling rules
Generalizations
Encode
Accurately
32a.
Apply
Knowledge
Multisyllabic word construction
Syllable division principles
Encode
Multisyllabic words
32b.
Encode
Multisyllabic words
Common syllable patterns
Open syllable
Closed syllable
vowel-r syllable
Vowel-consonant-e syllable
Vowel team syllable
Consonant-le syllable
Odd syllable
Schwa syllable
32c.
Encode
Two letter blends
Three letter blends
Digraphs
Trigraphs
Combinations
Diphthongs
Quadrigraph eigh
Hard and soft c
Hard and soft g
Silent letter combinations
Contractions
32d.
Encode
Prefixes
Suffixes
Common Latin roots
32e.
Encode
Frequently confused homophones
Context Knowledge:
32. Students know:
Grade-appropriate phoneme-grapheme correspondences.
Multisyllabic words are words that are composed of two or more syllables.
Syllable division principles.
Spelling rules (or generalizations).
To encode accurately means to spell a word correctly.
32a.
Multisyllabic words can be constructed by combining syllables.
Syllable division principles help divide words into parts with one vowel sound based on predictable patterns.
32b.
Accurate encoding of multisyllabic words requires knowledge of common syllable types.
Syllable patterns are principles that help divide words into parts with one vowel sound that can be easily spelled.
32c.
Two letter blends are a combination of two consonants in which each represents a phoneme sound.
Three letter blends are a combination of three consonants in which each represents a phoneme sound.
Digraphs are two letter combination that represents a single phoneme sound in which neither letter represents its usual sound.
Trigraphs are three letter combinations that represents a single phoneme sound.
Combinations are two letters that frequently appear together and have an associated phoneme.
Diphthongs are two vowels that represent a single vowel phonemes that glide in the middle.
Quadrigraph eigh is a combination of four letters that represents a single phoneme sound.
The letter y can represent three different vowel sounds depending on the number of syllables in the words and its position in a word.
The spelling generalizations associated with hard and soft c and g .
Silent letter combinations are letter combinations in which one or more letters is silent (does not represent a phoneme), but another letter does represent the phoneme.
Contractions are words that are combined, or shortened, and an apostrophe represents the omitted letters.
32d.
Prefixes are word parts that can be added to the beginning of a word to change the meaning of the word.
Suffixes are word parts that can be added at the end of the word to change the meaning of the word.
The root word is the base word in which a prefix or suffix can be added, and many English words contain Latin root words.
32e.
Homophones have the same pronunciation, but different meanings, origins, and/or spellings.
Context clues must be used to determine the correct spelling of a homophone. Skills:
32. Students are able to:
Accurately encode (spell) single syllable and multisyllabic words using their knowledge of phoneme-grapheme correspondences, multisyllabic word construction, syllable division principles, and spelling generalization.
Accurately divide words into syllables to spell multisyllabic words correctly.
32a.
Encode multisyllabic words using knowledge of multisyllabic word construction and syllable division principles; for example, VC/CV, com-mit,ment; V/CV, e-vent; VC/V, ev-er-y; CV/VC, po-et.
32b.
Encode words with more than one syllable using their knowledge of common syllable types: open, closed, vowel-r , vowel-consonant-e , vowel teams, consonant-le , odd, and schwa.
32c.
Accurately encode words with previously taught letter patterns, such as two letter blends, three letter blends, digraphs, trigraphs, combinations, diphthongs, quadrigraph eigh , vowel y , hard and soft c and g , silent letter combinations, and contractions.
32d.
Encode words with less common prefixes, such as fore-, pro-, intra-, inter-, trans-, non-, over-, sub-, super-, semi-, anti-, mid-, ex-, post- .
Encode words with less common suffixes, such as -y, -ly, -ful, -ment, -hood, -less, -ness, -er, -or, -en .
Encode words with common Latin roots, such as port, form, ject, spect, dict, tend, fer .
32e.
Accurately encode homophones using context clues to determine the correct spelling; for example, hear/here, night/knight, tacks/tax . Understanding:
32. Students understand that:
To spell (encode), they must accurately represent the letter symbols (graphemes) that correspond to the spoken sounds (phonemes).
They can use syllable division principles to break a word apart to make it easier to spell.
They can use their knowledge of the six syllable types to accurately encode words.
There are spelling rules, or generalizations, in the English language that can help them spell words accurately.
32a.
Multisyllabic words are composed of more than one syllable.
They can write and spell words that are multisyllabic by dividing the word into syllables and spelling each syllable, then combining the individual syllables to construct complete word.
32b.
They can encode (spell/write) multisyllabic words by dividing the words into syllables and applying their knowledge of syllable patterns.
32c.
Knowing the sound-symbol correspondences of common letter patterns will help them encode (spell/write) words accurately.
32d.
Their knowledge of the different word parts (prefixes, suffixes, and roots) can help them read and spell most multisyllabic words if they divide them apart into smaller units.
Knowing less common prefixes and suffixes and common Latin roots strengthens their spelling skills.
32e.
Homophones are words that can be confused so it is important to pay attention to the word's meaning in context (whether in written text or oral conversation) to determine the correct spelling of the homophone.
