English Language Arts 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
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.
Unpacked Content
Teacher Vocabulary:
8.
Phoneme-grapheme correspondences
Multisyllabic word construction
Syllable division principles
Decode
Encode
Isolation
In context
8a.
Decode
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
8b.
Multisyllabic word construction
Syllable division principles
Decode
Grade-appropriate multisyllabic words
8c.
Decode
Encode
Three-Consonant blends
Digraphs
Trigraphs
Quadrigraph
Combinations
Diphthongs
Silent letter combinations
8d.
Decode
Encode
Graphemes
Sound-Symbol correspondences
Apply
Knowledge
Most common frequency
Least common frequency
8e.
Decode
Encode
Multisyllabic words
Stress
Accent
Pronounce
Schwa sound
8f.
Decode
Encode
Knowledge
Morphological structure
Prefixes
Suffixes
Roots
8g.
Decode
Encode
Contractionse
8h.
Decode
Encode
Frequently confused homophones
Accurately
Knowledge of English
8i.
Decode
Encode
Hard c
Soft c
Hard g
Soft g
8j.
Decode
Encode
Grade-appropriate high frequency words
Regular phoneme-grapheme correspondences
Irregular phoneme-grapheme correspondences
Sound-symbol correspondences Knowledge:
8. Student know:
Spoken words can be represented in print by using letter symbols (graphemes) to represent sounds (phonemes).
Printed words can be read by saying the sound (phoneme) that is represented by the letter symbols (graphemes).
Multisyllabic words contain more than one syllable, and multisyllabic words can be constructed by combining individual syllables.
Syllable division is breaking words apart by the syllables.
Decode means to read, and encode means to spell.
Decoding and encoding in isolation means reading or spelling a single word, while in context refers to these skills within a larger text.
8a.
Accurately decoding 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 decoded.
8b.
Multisyllabic words can be constructed by combining syllables.
Syllable division principles help divide words into parts with one vowel sound based on predictable patterns.
8c.
Three-consonant 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.
Quadrigraph eigh is a combination of four letters that represents a single phoneme sound.
Combinations are two letters that frequently appear together and have an associated phoneme.
Diphthongs are single vowel phonemes that glide in the middle.
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.
8d.
Graphemes can represent more than one sound.
Graphemes represent some sounds more often than other sounds.
8e.
Some sounds in words have a stronger emphasis or are heard more clearly and loudly than other sounds within the words.
The schwa sound refers to an "empty" vowel in an unaccented syllable, meaning the spelling for the vowel sound is difficult to identify.
8f.
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.
Morphology refers to the meaningful units of a word that are combined to make the whole word.
8g.
Contractions are words that are combined, or shortened, and an apostrophe represents the omitted letters.
8h.
Homophones have the same pronunciation, but different meanings, origins, and/or spellings.
8i.
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 .
8j.
Grade-appropriate high frequency words that follow regular phoneme-grapheme correspondences.
Grade-appropriate high frequency words that do not follow regular phoneme-grapheme correspondences.
The part of a word that does not follow the regular phoneme-grapheme correspondence. Skills:
8. Students are able to:
Read and spell words accurately in isolation and in context based on their knowledge of phoneme-grapheme relationships, multisyllabic word construction, and syllable division principles.
8a.
Decode 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.
8b.
Decode grade-appropriate 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.
8c.
Accurately decode and encode words with three-consonant blends, such as spl-, str-, scr-, squ- .
Accurately decode and encode words with consonant digraphs, such as th, sh, ch, ck, ph.
Accurately decode and encode words with consonant trigraphs, such as tch, dge, igh.
Accurately decode and encode words with combinations, such as er, ir, ar, or.
Accurately decode and encode words with diphthongs, such as oi oy, ou, ow.
Accurately decode and encode words with silent letter combinations, such as kn, gn, mb, wr, gh.
8d.
Decode and encode words that contain graphemes that represent multiple sound-symbol correspondences, using their knowledge of the most common and least common sound-symbol correspondence; for example, y can be read /y/ in yet , /ē/ in candy , /ī/ in fly.
8e.
Decode multisyllabic words using knowledge of stressed and unstressed syllables and the schwa sound, such as the noun con'/vict , vs. the verb con/vict' ; the noun pro'/duce vs. the verb pro/duce'.
Encode multisyllabic words using knowledge of the stressed and unstressed syllables and the schwa sound.
8f.
Decode and encode words with prefixes, suffixes, or both, using their knowledge of the morphological structure of words.
8g.
Decode and encode contractions with the words 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 .
8h.
Accurately decode and encode homophones using their understanding of the English language and word meaning; for example, hear/here, night/knight, tacks/tax .
8i.
Decode and encode words with the hard and soft c .
Decode and encode words with the hard and soft g .
8j.
Decode and encode grade-appropriate high frequency words that follow regular phoneme-grapheme correspondences.
Decode and encode grade-appropriate high frequency words that follow irregular phoneme-grapheme correspondences, using knowledge of the sound-symbol correspondences that are irregular. Understanding:
8. Students understand that:
To read (decode), they must accurately say the sounds (phonemes) that are represented by the letter symbols (graphemes).
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 accurately decode and encode words.
They can use their knowledge of the six syllable types to accurately decode and encode words.
They will sometimes use these skills in isolation, and other times in context when reading or writing a longer text.
8a.
They can decode (read) multisyllabic words by dividing the words into syllables and applying their knowledge of syllable patterns.
8b.
Multisyllabic words are composed of more than one syllable.
They can create words that are multisyllabic by combining individual syllables.
They can use the syllable division principles to help with decoding grade-appropriate words.
8c.
Some words have special combinations of letters that can be decoded and encoded using their knowledge of phoneme-grapheme correspondences.
8d.
Knowing that some graphemes represent multiple sounds strengthens their phonics skills so they are able to readily read and spell words that are both common and not common.
8e.
Knowing stresses and accents in words and how they are pronounced, can help them read and spell the correct word required by the context.
8f.
Their knowledge of the different word parts (prefixes, suffixes, and roots) can help them read and spell most multisyllabic words if they break them apart into smaller morphemes.
8g.
Contractions are combinations of more than one word and use an apostrophe in place of the omitted letters.
8h.
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.
8i.
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.
8j.
Some high frequency words have regular phoneme-grapheme correspondences, while others have irregular spelling patterns that they must learn to be able to read and spell the words accurately.
