Kentucky Reading and Writing RF.4.3

RF.4.3 is a cluster heading. These are the individual standards under it.

• RF.4.3.a

  Use combined knowledge of all phoneme-grapheme correspondences, syllabication patterns and morphology to accurately decode and encode unfamiliar multisyllabic w...

01

What Students Need to Do

Students read and spell unfamiliar long words. They use letter patterns, syllables, prefixes, and suffixes instead of guessing from the first letters.

02

What Mastery Looks Like

A student can find un, break, and able in unbreakable, notice ea in break, and read the whole word. They can spell it when they hear it and use the same steps on a new word.

03

Common Misconceptions

Students may guess a long word from its first few letters or split it without checking the vowels. They may write unbrakable because they miss the ea in break.

04

How to Assess It

Dictate “unbreakable” without showing it. Have students write it, mark its syllables, underline ea, and box un and able.

1. 01

   Give pairs un, break, and able cards plus letter tiles; have them build unbreakable, read it, then write it from dictation.

2. 02

   Write how un, break, and able help you read and spell unbreakable, including what sound ea makes.

3. 03

   Race to sort cards for disagreement, enjoyment, careless, helpless, reappearing, and disappearing by suffix; read one per group, cover it, and spell it.

4. 04

   Show “reusable” on a shopping bag; students copy it, mark syllables and word parts, cover their copy, and spell it again.

• RF.5.3

  The 5th Grade version of this standard.

• RF.K.3

  The Kindergarten version of this standard.

• RF.1.3

  The 1st Grade version of this standard.

• RF.3.3

  The 3rd Grade version of this standard.