This question tests decoding unfamiliar multisyllabic words using letter-sound correspondences, syllabication, and morphology (CCSS.RF.4.3.a), specifically breaking words into syllables. To decode 'unfortunately,' students should break it into syllables as un-for-tu-nate-ly, following patterns like VC/CV and V/CV, then sound out each using letter-sound knowledge and blend. Morphologically, it includes the prefix 'un-' (not), root 'fortune' (luck), suffix '-ate' (make), and '-ly' (in a manner), combining to mean in an unlucky manner. Choice A is correct because it accurately shows syllable breaks following standard rules, such as dividing between consonants in 'for-tu' (VC/CV) and before the consonant in 'nate-ly.' Choice B is incorrect because 'unf-or' incorrectly combines 'un' and 'f' across a consonant blend, ignoring the VC/CV pattern, an error when students don't follow syllabication rules. To help students decode unfamiliar multisyllabic words, teach syllabication patterns like VC/CV (nap-kin), V/CV (ti-ger), and C-le (ta-ble), and combine with morphology by identifying common suffixes like -ly (in manner of). Practice with word families, starting from 'fortunate' broken as for-tu-nate, adding 'un-' and '-ly,' and model think-alouds for systematic decoding.

This question tests decoding unfamiliar multisyllabic words using letter-sound correspondences, syllabication, and morphology (CCSS.RF.4.3.a), specifically breaking words into syllables. To decode 'extraordinary,' students should break it into syllables as ex-tra-or-di-na-ry, apply letter-sound knowledge to each, and blend them together. Morphologically, it includes 'extra-' (beyond), root 'ordin' (order), and suffix '-ary' (related to), combining to mean beyond the ordinary. Choice A is correct because it accurately shows syllable breaks using patterns like VC/CV in 'ex-tra' and V/CV in 'or-di,' and describes the decoding process of sounding out and blending. Choice B is incorrect because reading only the first syllable and guessing ignores the rest of the word, an error when students try to read long words as wholes without breaking them down. To help students decode unfamiliar multisyllabic words, teach syllabication patterns like V/V (di-et) and C-le (cra-dle), phonics for blending syllables, and morphology with prefixes like ex- (out of). Model think-alouds and practice word building to reinforce combining strategies systematically.

This question tests decoding unfamiliar multisyllabic words using letter-sound correspondences, syllabication, and morphology (CCSS.RF.4.3.a), specifically breaking words into syllables. To decode 'international,' students should break it into syllables as in-ter-na-tion-al, following patterns like VC/CV in 'in-ter' and V/CV in 'na-tion,' then sound out and blend. Morphologically, it includes prefix 'inter-' (between), root 'nation' (country), suffix '-al' (related to), meaning related to between nations. Choice A is correct because it shows accurate syllable breaks adhering to rules, aiding proper pronunciation. Choice B is incorrect because 'int-er' incorrectly combines 'in' and 't' without following VC/CV, an error when students break within consonant blends. To help students decode unfamiliar multisyllabic words, teach syllabication patterns like VC/V (cab-in) and compound words, combined with morphology for prefixes like inter- (between) and suffixes like -al (related to). Practice word families from 'nation' to 'international' and model think-alouds for systematic decoding.

This question tests decoding unfamiliar multisyllabic words using letter-sound correspondences, syllabication, and morphology (CCSS.RF.4.3.a), specifically identifying roots and affixes to determine meaning. To decode 'rearrangement,' students should break it into syllables as re-ar-range-ment, identify the prefix 're-' meaning again, the root 'arrange' meaning to put in order, and the suffix '-ment' meaning result of, combining to mean the result of arranging again. Pronounce each syllable using letter-sound knowledge and blend them for the full word. Choice A is correct because it correctly identifies the meaning of the prefix 're-' as 'again' and explains how it contributes to the word's meaning, showing understanding of morphology. Choice B is incorrect because it assigns the wrong meaning to 're-' as 'not,' confusing it with prefixes like 'un-' or 'dis-,' an error that happens when students don't memorize common prefix meanings. To help students decode unfamiliar multisyllabic words, teach common prefixes like re- (again), pre- (before), and mis- (wrongly), along with suffixes like -ment (result), and practice word building from bases like 'arrange' to 'rearrange' to 'rearrangement.' Model think-alouds: 'I see "rearrangement." The prefix re- means again, arrange means to order, -ment means result, so it means the result of arranging again.'

This question tests decoding unfamiliar multisyllabic words using letter-sound correspondences, syllabication, and morphology (CCSS.RF.4.3.a), specifically breaking words into syllables and identifying meaningful parts. To decode 'extraordinary,' students should break it into syllables (ex-tra-or-di-na-ry) and recognize that it combines 'extra' (meaning beyond/more than) with 'ordinary' (meaning normal/usual). The word breaks down as: ex-tra-or-di-na-ry, where understanding 'extra' + 'ordinary' helps decode both pronunciation and meaning. Choice B is correct because it accurately shows the syllable breaks following V/CV and VC/CV patterns and correctly identifies how 'extra' (more) combines with 'ordinary' (normal) to create meaning. Choice A is incorrect because it suggests reading the word as one chunk without breaking it down, which makes decoding a 6-syllable word nearly impossible for students. To help students decode unfamiliar multisyllabic words: Teach the THREE-STRATEGY APPROACH: (1) SYLLABICATION—Break word into syllables using patterns: VC/CV (rab-bit), V/CV (mu-sic), VC/V (cab-in), V/V (di-et), C-le (ta-ble). (2) PHONICS—Apply letter-sound knowledge to each syllable: read each syllable, then blend together. (3) MORPHOLOGY—Identify meaningful parts: prefixes (un-, re-, pre-, dis-, mis-), roots (port, dict, spect, tract), suffixes (-able, -tion, -ment, -ful, -less). Model think-aloud: 'I see the word extraordinary. I'll break it into syllables: ex-tra-or-di-na-ry. I notice 'extra' which means more than, and 'ordinary' which means normal. So extraordinary means more than ordinary or very special.'

This question tests decoding unfamiliar multisyllabic words using letter-sound correspondences, syllabication, and morphology (CCSS.RF.4.3.a), specifically breaking words into syllables and identifying roots and affixes. To decode unpredictable, students should break it into syllables following patterns like VC/CV and identify meaningful parts such as prefixes, roots, and suffixes. The word breaks down as un-pre-dict-a-ble, with un- meaning not, pre- meaning before, dict meaning say or speak, and -able meaning capable of; combining these parts means not able to be said before. Choice B is correct because it accurately shows syllable breaks following rules and correctly identifies the meaningful parts with their meanings, demonstrating understanding of combining syllabication and morphology. Choice A is incorrect because it suggests reading without breaking or using context guesses, which ignores systematic decoding; this error occurs when students don't follow syllabication rules or skip breaking down the word. To help students decode unfamiliar multisyllabic words: Teach the THREE-STRATEGY APPROACH: (1) SYLLABICATION—Break word into syllables using patterns: VC/CV (rab-bit), V/CV (mu-sic), VC/V (cab-in), V/V (di-et), C-le (ta-ble). (2) PHONICS—Apply letter-sound knowledge to each syllable: read each syllable, then blend together; (3) MORPHOLOGY—Identify meaningful parts: prefixes (un-, re-, pre-, dis-, mis-), roots (port, dict, spect, tract), suffixes (-able, -tion, -ment, -ful, -less); practice with WORD FAMILIES and model think-aloud strategies.

This question tests decoding unfamiliar multisyllabic words using letter-sound correspondences, syllabication, and morphology (CCSS.RF.4.3.a), specifically using syllables and suffixes to decode. To decode 'celebration,' students should break it into syllables (cel-e-bra-tion) and recognize the suffix '-tion' which signals a noun meaning an act or event. The word breaks down as: cel-e-bra-tion, where each syllable follows standard patterns and '-tion' indicates this is a noun describing an event or action. Choice A is correct because it accurately shows all syllable breaks (cel-e-bra-tion), following the V/CV pattern, and correctly identifies '-tion' as a suffix that signals a noun or event. Choice B is incorrect because it breaks the word as 'ce-lebr-a-tion,' incorrectly keeping 'lebr' together without a vowel, creating an unpronounceable syllable that violates the rule that every syllable needs a vowel sound. To help students decode unfamiliar multisyllabic words: Teach that every syllable must have a vowel sound, which is why we break cel-e-bra-tion, not ce-lebr-ation. Teach common suffixes: -tion/-sion (act/state), -ment (result), -ness (quality). Model think-aloud: 'I see the word celebration. I'll break it into syllables: cel-e-bra-tion. Each part has a vowel sound. The suffix -tion tells me this is a noun about an action or event. Now I'll sound out each syllable and blend: celebration.' Watch for students who create syllables without vowels or who don't recognize that -tion is a common noun suffix.

This question tests decoding unfamiliar multisyllabic words using letter-sound correspondences, syllabication, and morphology (CCSS.RF.4.3.a), specifically using prefixes and roots to determine meaning. To decode 'rearrange,' students should break it into syllables (re-ar-range) and identify the prefix 're-' (meaning again) combined with 'arrange' (meaning to put in order). The word breaks down as: prefix re- + root arrange, where the prefix 're-' means 'again' and 'arrange' means 'to put in order,' so rearrange means 'to arrange again.' Choice A is correct because it accurately shows the syllable breaks (re-ar-range), correctly identifies the prefix 're-' meaning 'again,' and explains how it combines with 'arrange' to create the meaning 'arrange again.' Choice B is incorrect because it breaks the word as 'rear-range,' misidentifying 'rear' as a separate word meaning 'back,' which shows confusion about morphological boundaries and leads to an incorrect meaning. To help students decode unfamiliar multisyllabic words: Teach common prefixes and their meanings: re- (again), un- (not), pre- (before), dis- (not/opposite), mis- (wrongly), in-/im- (not/in). Practice with WORD FAMILIES and WORD BUILDING: Start with base (arrange), add prefix (rearrange), showing how meaning changes. Model think-aloud: 'I see the word rearrange. I notice the prefix re- which means again. The base word is arrange, which means to put in order. So rearrange means to arrange again or put in order again.' Watch for students who break prefixes incorrectly (like rear-range instead of re-arrange) or who don't recognize common prefixes.

This question tests decoding unfamiliar multisyllabic words using letter-sound correspondences, syllabication, and morphology (CCSS.RF.4.3.a), specifically identifying roots and affixes. To decode 'predictable,' students should break it into syllables as pre-dict-a-ble, identify the prefix 'pre-' (before), root 'dict' (say), and suffix '-able' (capable of), combining to mean capable of being said before. Use letter-sound knowledge for pronunciation and blending. Choice C is correct because it identifies '-able' as the suffix at the end, correctly distinguishing it from prefixes and roots. Choice A is incorrect because it calls 'pre-' a suffix, ignoring that suffixes come at the end, an error when students confuse affix positions. To help students decode unfamiliar multisyllabic words, teach morphology with common prefixes like pre- (before) and suffixes like -able (capable of), and roots like dict (say). Practice with word families and model think-alouds: 'Pre- means before, dict means say, -able means capable of, so predictable means capable of saying before.'

This question tests decoding unfamiliar multisyllabic words using letter-sound correspondences, syllabication, and morphology (CCSS.RF.4.3.a), specifically breaking words into syllables and identifying suffixes. To decode responsibility, students should break it into syllables using patterns like VC/CV and recognize -ity as a suffix meaning state of. The word breaks down as re-spon-si-bil-i-ty, where syllables are read and blended, noting the suffix -ity. Choice A is correct because it accurately shows syllable breaks and identifies the suffix, combining syllabication and morphology. Choice B is incorrect because it breaks as res-ponsi-bility and suggests skipping vowels, which ignores phonics and correct patterns; this error occurs when students break syllables incorrectly or within consonant blends. To help students decode unfamiliar multisyllabic words: Teach the THREE-STRATEGY APPROACH: (1) SYLLABICATION—Break word into syllables using patterns: VC/CV (rab-bit), V/CV (mu-sic), VC/V (cab-in), V/V (di-et), C-le (ta-ble). (2) PHONICS—Apply letter-sound knowledge to each syllable: read each syllable, then blend together; (3) MORPHOLOGY—Identify meaningful parts: prefixes (un-, re-, pre-, dis-, mis-), roots (port, dict, spect, tract), suffixes (-able, -tion, -ment, -ful, -less); practice with WORD FAMILIES and model think-aloud strategies.