Phonics and Word Study: Students will decode words by applying phonics and word analysis skills in context and isolation.

4.2.PWS.1

Students will decode unfamiliar and multisyllabic words using their combined knowledge of the following phonics skills: 

● letter-sound correspondences 

• Students decode words with more than one syllable independently.

• Students use their knowledge of letter-sound relationships to decode new words.

• Students use their knowledge of syllable types (closed, consonant +le, open, vowel digraphs, vowel silent e, r-controlled) to decode new words.

• Teachers review letter-sound relationships, taught in previous grade levels, needed to decode new words.

• Teachers monitor and provide feedback or interventions as needed to help students successfully decode multisyllabic words.

• Teachers model decoding words using the major syllable types. 

• Teachers provide opportunities for students to apply knowledge of major syllable types to decode new words.

• Teachers monitor and provide feedback or interventions as needed to help students successfully decode multisyllabic words.

When students struggle to decode multisyllabic words using the syllable types, teachers can...

• provide explicit, systematic approaches to instruction focusing on the easier to more complex syllable types.

• provide opportunities for word sorts.

• provide opportunities for Word Hunts where students use their texts to find words that belong in an identified syllable type category

• write words syllable by syllable so that syllable division is visible.  Have students read syllable by syllable then put the syllables together to read the whole word.

When students struggle to decode unfamiliar words, teachers can...

• write words syllable by syllable so that syllable division is visible.  Have students read syllable by syllable then put the syllables together to read the whole word.

• instruct students to look for familiar parts of the unfamiliar word to aid them in decoding.
  

• Syllable: a unit of pronunciation that is organized around a vowel sound; it may or may not have consonants before or after the vowel.  

•  4.8.R:  Independent reading