This question tests decoding unfamiliar multisyllabic words using letter-sound correspondences, syllabication, and morphology (CCSS.RF.4.3.a), specifically decoding compound words with suffixes. To decode 'sportsmanship,' students should break it into syllables (sports-man-ship) and recognize it as a compound word 'sportsman' plus the suffix '-ship' (state/quality of being). The word breaks down as: sports + man + suffix -ship, where '-ship' means 'the state or quality of being,' creating the meaning 'the quality of being a good sportsman.' Choice A is correct because it properly breaks the word into syllables (sports-man-ship), maintains the compound word structure, and correctly identifies '-ship' as a suffix meaning 'state of being.' Choice B is incorrect because it breaks the word as 'spo-rtsm-an-ship,' incorrectly splitting within the word 'sports' and creating an unpronounceable syllable 'rtsm,' violating basic syllabication rules. To help students decode unfamiliar multisyllabic words: Teach that compound words should be broken at word boundaries first (sports-man, not spor-tsman). Teach suffix -ship (friendship, leadership, citizenship) meaning state/quality of being. Model think-aloud: 'I see the word sportsmanship. First, I notice it might be a compound word. I see sports and man, making sportsman. Then I see the suffix -ship, which means the state of being. So sportsmanship means the state of being a good sportsman.' Watch for students who break compound words in the wrong places or who don't recognize common suffixes like -ship.

This question tests decoding unfamiliar multisyllabic words using letter-sound correspondences, syllabication, and morphology (CCSS.RF.4.3.a), specifically combining prefixes, roots, and suffixes. To decode 'unpredictable,' students should break it into syllables (un-pre-dict-a-ble) and identify the prefix 'un-' (not), root 'predict' (tell ahead), and suffix '-able' (can be). The word breaks down as: prefix un- + root predict + suffix -able, where combining these parts means 'not able to be predicted' or 'cannot be told ahead of time.' Choice A is correct because it accurately shows all syllable breaks, correctly identifies each morphological part (un- = not, predict = tell ahead, -able = can be), and demonstrates how these combine to create meaning. Choice D is incorrect because it incorrectly identifies 're-' as a prefix in the word (which doesn't contain 're-'), showing confusion about prefix identification and leading to a completely wrong decoding approach. To help students decode unfamiliar multisyllabic words: Teach common roots and their meanings: dict (say/speak), port (carry), spect (look), tract (pull/drag), struct (build), scribe/script (write). Teach how prefixes and suffixes modify root meanings: un- (not) + predict + -able (can be) = not able to be predicted. Model think-aloud: 'I see the word unpredictable. I'll break it into parts: un-pre-dict-a-ble. The prefix un- means not, predict means to tell what will happen, and -able means can be. So unpredictable means not able to be predicted.' Watch for students who misidentify prefixes (seeing re- where there's un-) or who don't recognize common roots like 'dict.'

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 decode. To decode 'important,' students should break it into syllables (im-por-tant) and recognize the prefix 'im-' (in/into) with the root 'port' (carry). The word breaks down as: prefix im- + root port + suffix -ant, where the root 'port' means 'carry,' creating a word that originally meant 'carrying in' but now means 'of great significance.' Choice A is correct because it accurately shows the syllable breaks (im-por-tant), correctly identifies the root 'port' (carry), and demonstrates proper syllabication for sounding out and blending. Choice B is incorrect because it breaks the word as 'imp-or-tant,' treating 'imp' as a separate unit (like a small creature), which shows confusion about prefix boundaries and leads to incorrect pronunciation. To help students decode unfamiliar multisyllabic words: Teach common roots and their meanings: port (carry) appears in import, export, transport, portable, report. Teach that prefixes like im-/in- often mean 'in' or 'into.' Model think-aloud: 'I see the word important. I'll break it into syllables: im-por-tant. I recognize the root port, which means carry. The prefix im- means in or into. While the literal meaning has evolved, knowing these parts helps me decode and remember the word.' Watch for students who break prefixes incorrectly (imp- instead of im-) or who don't recognize common roots.

This question tests decoding unfamiliar multisyllabic words using letter-sound correspondences, syllabication, and morphology (CCSS.RF.4.3.a), specifically using multiple suffixes to determine meaning. To decode 'playfully,' students should break it into syllables (play-ful-ly) and identify the root 'play' with two suffixes: '-ful' (full of) and '-ly' (in a manner of). The word breaks down as: root play + suffix -ful + suffix -ly, where '-ful' means 'full of' and '-ly' means 'in a way/manner,' creating the meaning 'in a playful manner.' Choice A is correct because it accurately shows the syllable breaks, correctly identifies both suffixes (-ful meaning 'full of' and -ly meaning 'in a way'), and demonstrates how they build meaning sequentially. Choice C is incorrect because it claims to find the prefix 'un-' in playfully, which doesn't exist in this word, showing confusion between prefixes and suffixes and their positions in words. To help students decode unfamiliar multisyllabic words: Teach common suffixes and their meanings: -ful (full of), -less (without), -ly (in manner of), -ness (state of being). Show how suffixes can stack: play → playful → playfully, each adding meaning. Model think-aloud: 'I see the word playfully. I'll break it down: play-ful-ly. Play is the root. The suffix -ful means full of, so playful means full of play. The suffix -ly means in a manner of, so playfully means in a playful manner.' Watch for students who confuse prefixes and suffixes or who don't recognize that words can have multiple suffixes.

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 breaking words into syllables correctly. To decode 'confidently,' students should break it into syllables following standard patterns: con-fi-dent-ly, then sound out each syllable and blend them together. The word breaks down as: con-fi-dent-ly, following the VC/V pattern (con-fi) and adding the suffix -ly (in a manner of). Choice A is correct because it shows the proper syllable breaks (con-fi-dent-ly) following syllabication rules, keeping each syllable as a pronounceable unit that can be sounded out and blended. Choice B is incorrect because it breaks the word as 'co-nfi-de-ntly,' incorrectly keeping 'nf' together as a blend when they belong to different syllables (con-fi), violating the rule that syllables typically break between consonants. To help students decode unfamiliar multisyllabic words: Teach syllabication rules and patterns: VC/CV (rab-bit), V/CV (mu-sic), VC/V (cab-in), V/V (di-et), C-le (ta-ble). Emphasize that syllables usually break between consonants (con-fi, not co-nfi) unless they form a blend at the beginning of a syllable. Model think-aloud: 'I see the word confidently. I'll break it into syllables: con-fi-dent-ly. Each syllable has at least one vowel sound. Now I'll sound out each part: /con/ /fi/ /dent/ /ly/ and blend them together: confidently.' Watch for students who keep consonants together incorrectly or break within consonant blends.

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 using root word meanings to decode. To decode 'transportation,' students should break it into syllables (trans-por-ta-tion) and identify the root 'port' which means 'carry.' The word breaks down as: prefix trans- (across) + root port (carry) + suffix -ation (act/state of), combining to mean 'the act of carrying across' or moving people/things from place to place. Choice A is correct because it accurately identifies that the root 'port' means 'carry,' which is essential for understanding that transportation relates to carrying people or things from one place to another. Choice B is incorrect because it states that 'port' means 'picture,' which is completely wrong and would lead to a nonsensical understanding of transportation as 'making pictures while traveling.' To help students decode unfamiliar multisyllabic words: Teach common roots and their meanings: port (carry), dict (say/speak), spect (look), tract (pull/drag), struct (build), scribe/script (write). Show how roots appear in word families: port appears in transport, portable, import, export, report. Model think-aloud: 'I see the word transportation. I'll break it down: trans-por-ta-tion. I recognize the root port, which means carry. Trans- means across. So transportation means carrying across, or the way we carry people and things from place to place.' Watch for students who guess at root meanings or confuse similar-looking roots.

This question tests decoding unfamiliar multisyllabic words using letter-sound correspondences, syllabication, and morphology (CCSS.RF.4.3.a), specifically identifying multiple prefixes and suffixes. To decode 'misunderstanding,' students should break it into syllables (mis-un-der-stand-ing) and identify the prefix 'mis-' (wrongly), the root 'understand,' and the suffix '-ing' (showing action). The word breaks down as: prefix mis- + root understand + suffix -ing, where 'mis-' means 'wrongly' or 'incorrectly,' creating the meaning 'understanding something wrongly.' Choice A is correct because it accurately shows the syllable breaks, correctly identifies the prefix 'mis-' (wrong), recognizes 'understand' as the root word, and identifies '-ing' as showing ongoing action. Choice B is incorrect because it breaks the word as 'mi-sun-der-stand-ing,' incorrectly identifying 'sun' as a separate syllable and suggesting students read it like 'sunshine,' which shows confusion about syllable boundaries within prefixes. To help students decode unfamiliar multisyllabic words: Teach that some words have multiple affixes: mis-understand-ing has both a prefix and suffix modifying the root. Teach common prefixes: mis- (wrongly), un- (not), re- (again), dis- (not/opposite). Model think-aloud: 'I see the word misunderstanding. I'll break it into parts: mis-un-der-stand-ing. The prefix mis- means wrongly or incorrectly. The root is understand. The suffix -ing shows it's an action. So misunderstanding means the act of understanding something wrongly.' Watch for students who break within prefixes (mi-sun instead of mis-un) or who try to find familiar words where they don't belong.

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.'