3.2

3.2 is a knowledge and skills statement. These are the student expectations under it.

• 3.2.A.i

  decoding multisyllabic words with multiple sound-spelling patterns such as eigh, ough, and en

• 3.2.A.ii

  decoding multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and f...

• 3.2.A.iii

  decoding compound words, contractions, and abbreviations

• 3.2.A.iv

  decoding words using knowledge of syllable division patterns such as VCCV, VCV, and VCCCV with accent shifts

• 3.2.A.v

  decoding words using knowledge of prefixes

• 3.2.A.vi

  decoding words using knowledge of suffixes, including how they can change base words such as dropping e, changing y to i, and doubling final consonants

• 3.2.A.vii

  identifying and reading high-frequency words from a research-based list

• 3.2.B.i

  spelling multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and f...

• 3.2.B.ii

  spelling homophones

• 3.2.B.iii

  spelling compound words, contractions, and abbreviations

• 3.2.B.iv

  spelling multisyllabic words with multiple sound-spelling patterns

• 3.2.B.v

  spelling words using knowledge of syllable division patterns such as VCCV, VCV, and VCCCV

• 3.2.B.vi

  spelling words using knowledge of prefixes

• 3.2.B.vii

  spelling words using knowledge of suffixes, including how they can change base words such as dropping e, changing y to i, and doubling final consonants

• 3.2.C

  alphabetize a series of words to the third letter

• 3.2.D

  write complete words, thoughts, and answers legibly in cursive leaving appropriate spaces between words.

01

What Students Need to Do

Students break longer words into syllables and meaningful parts, then use spelling patterns to read and write them. They also read common words automatically, alphabetize by three letters, and write complete answers in readable cursive.

02

What Mastery Looks Like

A student can decode and spell unfamiliar multisyllabic words by using syllable breaks, stress, affixes, and vowel patterns. The student handles homophones, compounds, contractions, and abbreviations, then alphabetizes words and writes a spaced cursive response.

03

Common Misconceptions

Students may expect a pattern such as ough to represent one sound in every word or may split words wherever they see two consonants. They often add suffixes without dropping final e, changing y to i, or doubling the last consonant. Some choose homophones by sound alone, alphabetize only by the first letter, or connect cursive words without spaces.

04

How to Assess It

Ask students to read hopeful, thunder, rainbow, neighbor, and turtle, then spell careless, running, and sunshine. Have them alphabetize cabin, candle, cactus, and carpet, then write “The careless rabbit is running” in cursive.

1. 01

   Give pairs word cards and scissors. Students cut at syllable breaks, label each syllable type, then rebuild and read the words.

2. 02

   Post “How did the suffix change the base word?” Students explain the spelling changes in making, carried, and stopped.

3. 03

   Play Syllable Sort Relay with cards for closed, open, VCe, vowel team, r-controlled, and final stable syllables.

4. 04

   Students alphabetize mock library titles, then write a cursive checkout note using a contraction, abbreviation, compound word, and correctly spelled homophone.

• K.2

  The Kindergarten version of this standard.

• 2.2

  The 2nd Grade version of this standard.

• 4.2

  The 4th Grade version of this standard.

• 1.2

  The 1st Grade version of this standard.