Compound (catbird) words.

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Compound (catbird) words.

• bobwhite catbird
• nighthawk ricebird
• killdeer jellyfish

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Affix (anteater) words

• Anteater
• snowy owl
• sidewinder
• golden plover

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Double-consonant (rabbit) words

• panda gibbon turkey
• otter monkey raccoon
• possum penguin rabbit

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Single-consonant (tiger) words

• tiger spider
• tapir zebra (br forms a
• single cluster)

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Final le (turtle) words

• turtle beetle

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Pattern Approach to Syllabication

• tie
• tiger
• spider
• diner
• miser

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• en Pattern.
• Write pen on the board. Then write open directly
  under pen.
• . Say the syllables as you write them.
• Then have students read open. Contrast pen and
  open.
• Present the following words in the same way
  happen, enter, twenty, plenty. Write the words
  under each other so they may be contrasted. Point
  out that ten is the model word for the en
  pattern. words to help them.

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• 1. Form words by combining two of the three parts
  in each line.
• wo ven ver
• ken spo ker
• ker to ken
• len ler sto

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• Underline the word that best fits the sense of
  the sentence.
• a. The car locks are (frozen, chosen).
• b. The door is (open, over).
• c. Have you ever seen a four-leaf
  (chosen,clover)?
• d. You will need a (stolen, token) for the bus.
• This coat has been (frozen, woven) from fine
  wool.

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• 3. Students read signs or labels that contain
  pattern
• words.
• Cocoa
• Frozen Foods
• Open
• Buy Tokens Here
• Photo Shop

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Generalization Approach

• To use generalizations to decode polysyllabic
  words, students should identify the first
  syllable by locating the first vowel and note
  whether the syllable is open (followed by one
  consonant or digraph) or closed (followed by two
  or more consonants).
• Students should say the first syllable and then
  proceed in this same way, syllable by syllable.
  After they have pronounced all the syllables,
  they should try to say the word, making any
  adjustments that are required.

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• Prompt students as needed. If students misread an
  open syllable as a closed one, for instance,
  reading tiny as tinny,
• ask them to tell where the vowel is so they can
  see that the vowel should be ending the syllable
  and should be long (Shefelbine Newman, 2000b).

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• Often, vowel sounds are reduced when they appear
  in multisyllabic words, as in educate, where the
  u has a schwa pronunciation. Explain to students
  that they should change pronunciations if
  necessary so they can read the real word
  (Shefelbine Newman, 2000b). Often, if the
  proper stress isnt given to a syllable in a
  multisyllabic word, it wont be a real word.
  Students should monitor to see if they have
  produced a real word, one that fits the context
  in which it appears. If not, they should try
  another pronunciation.

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Spot and Dot

• Students spot the vowel and then place a dot over
  the place where the syllable ends.

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• N eed to be taught that if a vowel is followed by
  one consonant (bi ter), the consonant most often
  goes to the right and the vowel is long. If the
  vowel is followed by two consonants (bit ter),
  the consonants are usually split.

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• Pronouncing robin as roh-bin because there is a
  single consonant after the vowel, they would see
  that roh-bin is not a real word and so try an
  alternate pronunciation.

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• If a word contains affixes, the prefix is
  circled, and then the suffix is circled. The Spot
  and Dot strategy is then applied.

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Reading by Syllables

• Ab sent
• Re ward
• Cab bage

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REWARDS

• Secondary (grades 612) and Intermediate (grades
  46)

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• REWARDS Secondary has 20 50-
• minute lessons, and REWARDS Intermediate has 25
  50-minute lessons. Initially, students
• listen to a word pronounced in parts and then
  blend the parts to form the
• word. Students also review vowel combinations,
  learn prefixes and suffixes

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SIPPS

• emphasizes multisyllabic words but, as an
  option, reviews single-syllable phonics. To
  provide opportunities for students to apply newly
  learned skills, SIPPS has decodable texts
  specifically written for the program. However, it
  also offers libraries of trade books to build
  fluency after students have completed most of the
  Extension or Challenge levels. Students are
  trained to read 90 syllable patterns and provided
  with useful strategies for decoding polysyllabic
  words.

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System 44

• students in grades 3 to 12, uses computer
  technology and texts to build basic decoding
  skills and fluency. The program provides
  high-interest practice selections in social
  studies and science so students build background
  knowledge as they learn decoding skills. The
  program also uses adaptive technology to assess
  students and move them through the program as
  efficiently as possible.

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Word Work Program

• grades 4 through 8, Word Work (Wright
• Group/McGraw-Hill), the word study component of
  Fast Track, an intervention program, presents
  multisyllabic words by building on
  single-syllable patterns. For
• example, after short-vowel patterns are
  presented, two-syllable words containing
• short-vowel patterns are taught rabbit, mascot,
  attic, magnet. In all, the program presents five
  patterns closed (rabbit), open (tiny), silent e
  (mistake), r-controlled (lobster),
• two vowels (teacher), and cle (cable).

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• Vowel digraph patterns are subdivided into those
  that represent long vowels (remain) and those
  that spell diphthongs or other vowel sounds
  (downtown).

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MORPHEMIC ANALYSIS

• students should use their knowledge of pedal to
  derive the meanings of pedestrian, biped,
  pedicure, and pedometer. By noting the use of ped
  in all five words, the students should also be
  able to derive a meaning for the morphemic form
  ped. Also present related forms at the same
  timepodiatrist, tripod, gastropodso that
  students can see relationships among the words.

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• Chart of Word Forms
• NOUN VERB ADJECTIVE ADVERB
• origin, originality, origination originate
  original originally
• strength strengthen strong strongly
• courage courageous courageously
• preparation prepare prepared preparedly

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Making Connections

• atmosphere, stratosphere, ionosphere, and
• hemisphere. Lead students to see that sphere
  means ball, so that atmosphere, stratosphere, and
  ionosphere are layers of gas that form balls that
  surround the earth. Note, too, the meanings of
  the morphemic forms atmo (air), strato (layer),
  iono (electrically charged). When discussing
  hemisphere, lead students to see that hemi means
  half, so a hemisphere is half a ball.

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Prefixes
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• EASY PREFIXES
• un- (not) unfriendly
• un- (opposite) unpack
• under- (under) underground
• dis- (not) disbelief
• dis- (opposite) disagree
• re- (again) reread
• re- (back) repay
• im- (not) impolite
• in- (not) inexpensive
• ir- (not) irresponsible
• pre- (before) prewinter
• sub- (under) submarine
• tri- (three)

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• INTERMEDIATE PREFIXES
• anti- (against) antiwar
• bi- (two) bicycle
• co- (with) cocaptain
• deci- (one tenth) decimeter
• en- (forms verb) encircle
• ex- (out, out of) exhaust
• ex- (former) ex-owner
• hemi- (half) hemisphere
• inter- (between) interstate
• micro- (small) microscope
• mid- (middle) midnight
• sub- (under) subway
• super- (above) supersonic

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• milli- (one thousandth) millimeter
• mis- (not) misunderstanding
• mis- (bad) misbehavior
• mono- (one) monorail
• multi- (many) multipurpose
• non- (not) nonfiction
• poly- (many) polysyllabic
• semi- (half, part) semisweet
• trans- (across) transoceanic
• pro- (for) pro-union

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• The prefix in- can mean not, as in incapable,
  or lack of, as in inexperience.
• Sometimes an apparent prefix is not a prefix at
  all. The word indifference, for instance, is
  derived from the Latin word indifferentia.
  Sometimes a prefixed word is not quite the sum of
  its apparent parts. The true meanings of
  unbending and uncalled for would be hard to infer
  if just the words themselves were examined.

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• Number mono-, bi-, di-, tri-
• Negative un-, im-, in-, il-, ir-
• Below or part sub-, under-
• Again and remove re-, de-
• Before and after pre-, post-
• Against anti-, counter-
• Excess over-, super-, out-
• Bad mis-, mal-

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Introducing Prefixes

• Read the portion of the Humpty Dumpty chapter in
  Lewis Carrolls
• (1969) Through the Looking Glass that talks about
  unbirthdays. Discuss what an unbirthday might be
  and how it is different from a birthday. Also
  discuss what an uncola might be. List other un-
  words on the chalkboard unafraid, unhappy,
  unclear. Have students tell how un- changes the
  words and tell what un means. Note than un- is a
  prefixand that prefixes are placed at the
  beginning of a word and change the words
  meaning. Note, too, that a prefix forms a
  separate syllable.

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Suffixes

• Inflectional suffixes have a grammatical
  function, indicating subjectverb agreement
  (rabbit hops), present participle -ing (singing),
  past tense -ed (planned), past participle -en
  (written), comparisons (sooner, soonest), plural
  -s (cats), and adverbial -ly (suddenly) functions.

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• Derivational suffixes either change a words part
  of speech or function.
• Many suffixes form nouns -ance (resistance),
  -dom (freedom), -tion (action). A number of
  others form adjectives -(i)al (jovial), -ary
  (honorary), -ic (geographic), -ous (joyous).

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• EASY SUFFIXES
• -en (made of having) golden
• -er (one who) farmer
• -or (one who) inspector
• -able (is, can be) believable
• -ible (is, can be) visible
• -ful (full of having) thankful
• -ness (having) illness
• -tion (act of) imagination
• -y (being having) chilly

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• INTERMEDIATE SUFFIXES
• -age (forms nouns) mileage
• -al (being having) accidental
• -an, -ian (having to do with of) American,
  Italian
• -ance (state of) importance
• -ary (forms adjectives) summary
• -ence (state of or quality of) obedience
• -ial (of having to do with) adverbial
• -ian (one who is in a field one who) musician,
  guardian
• -ic (of having) historic
• -ify (make) terrify

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• -ish (having the quality of) foolish
• -ist (a person who) motorist
• -ity (state of) activity
• -ize (make) memorize
• -ive (being) secretive
• -less (without) hopeless
• -ment (state of) enjoyment
• -ous (having) dangerous

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• When teaching suffixes, show students how the
  spelling of the base word or
• root might be affected. Adding suffixes can
  change spellings in one of three ways
• (White, Sowell, Yanagihara, 1989)
• 1. Consonant doubling sunny, runner
• 2. y to i penniless, reliable, happily,
  apologize
• 3. Omitted final e hoping, activity, official,
  cubic

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• 3. See if the word makes sense in the sentence in
  which it appears. If it does
• not, try other pronunciations.
• 4. If the word is one whose meaning you dont
  know, see if you know the
• meaning of the prefix, if there is one then see
  if you know the meaning of
• the root and the meaning of the suffix, if there
  is one. Put all the meanings
• together. Also use context to get clues to the
  words meaning.
• 5. If nothing works, use a dictionary or ask the
  teacher for help.

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• EASY ROOTS
• graph (writing) autograph
• tele (distance) telescope
• port (carry) portable
• saur (lizard) dinosaur
• phon (sound) microphone
• vid, vis (see) video, vision
• astro (star) astronaut
• bio (life) biography

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• aud (hearing) audible
• auto (self) autobiography
• -ology (study of) geology
• cred (believe) incredible
• chrono (time) chronometer
• dict (say) predict
• duct (lead) conduct
• geo (earth) geography
• loc (place) location
• manu (hand) manual
• ped (foot) pedestrian
• scrib, script (writing) inscribe, manuscript
• therm (heat) thermos

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CONTEXTUAL ANALYSIS

• 15 percent chance of deriving the meanings of
  unfamiliar words from context (Swanborn de
  Glopper, 1999).
• Less able readers, however, have about a 10
  percent chance of using context successfully.
  These readers know fewer words and their
  knowledge of the words that they

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• frequently fail to make full use of available
  context clues. They may focus on one or two
  details rather than consider the whole context.
• For instance, one middle school struggling reader
  focused on the dogs method of

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• getting food when attempting to use context to
  derive the meaning of ravenously, and he
  concluded that ravenously means licked
• The satisfied Labrador had eaten ravenously that
  evening, cleaning up bowls of fresh milk and
  plates of food with a bottomless appetite.

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• Recognizing that a word is unknown (Nation,
  2001).
• Deciding to use context to derive the meaning
  of the unknown word.
• Most use of context is virtually automatic
  (Rapaport, 2004). A decidedly deliberate use of
  context is not initiated until the reader notes
  that an unknown word is blocking the construction
  of meaning (Kibby
• Wieland, 2004).

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• Selecting clues to the words meaning.
• Using the clues to compose a general meaning of
  the word. The reader combines text clues and
  background of experience to hypothesize a
  meaning. Background is a crucial factor because
  it enables the reader to make inferences about
  the unknown word (Rapaport, 2004). Therefore, to
• increase the effectiveness of students use of
  context clues, it is important to model how to
  make inferences based on background knowledge.

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• Testing the meaning of the word and changing or
  refining the meaning if
• necessary. The reader tries out the hypothesized
  meaning to see if it fits. If
• it doesnt fit, the reader repeats the process.
  (Good readers revise when
• they find the hypothesized definition is not
  working out. Poor readers start
• all over again.) In one study, readers required
  five or six encounters with a
• word before they could derive an accurate meaning
  (Kibby Wieland,
• 2004).

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• tep 1 Seeking clues. Students read the entire
  sentence, saying blank for the unknown word.
  They then look for clues that might help them
  guess the meaning of the unknown word. If the
  clues in the sentence are inadequate, students
  look at earlier and later sentences.
• Step 2 Combining clues. Students put all the
  clues together.
• Step 3 Using background knowledge. Students add
  background knowledge to the clues they have
  assembled and construct a tentative definition or
  meaning.
• Step 4 Trial substitution. Students substitute
  the tentative word or phrase for the unknown word.

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• Step 5 Checking the substitute. Students check
  the context to see if the substitute
• word or phrase fits all the cues.
• Step 6 Revision. If the substitute word or
  phrase does not fit, students revise
• the substitute and try another word or phrase.

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• I had a few qualms at first about how Caroline
  and Julia would get along together. Julia was so
  different from all of our school friends that I
  felt sort of awkward with her myself.
• Researcher Talk to me. What do you think?
• Angela That maybe there are questions or how
  they are going to get together.
• Researcher What do you mean by questions?
• Angela Like are they going to get together or
  are they not. Like shes thinking in her head how
  is she like going to get along with her friend.
• Researcher So what does that tell you about the
  word qualms?
• )

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• Angela That she might be thinking in her head.
• Researcher What else can you tell me? (long
  pause before Angela responds)
• Angela Ideas.
• Researcher Keep talking.
• Angela Maybe like an uneasy feeling. (Harmon,
  1998, p. 586

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Definition

• Whats a walker? Donna asks. Its a light
  metal frame that helps people walk, Mrs. Price
  says. It has four legs, and handles for you to
  hold. When you take a step, you put the walker in
  front of you (Cameron, 1990, p. 16).

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Synonyms

• The housefly has a long snout or proboscis
  (Steele, 1991b, p. 15).

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ComparisonContrast

• Lepidoptera are fragile creatures. Even so, some
  of them can fly huge distances, or migrate to
  warmer climates (Steele, 1991b, p. 18).

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Function Indicators

• The chassis oven, as well as the cab ovens, are
  heated with the help of the plant incinerator
  located out on the receiving dock. Freightliner
  burns all its scrap paper, lumber, and cardboard
  boxes in the incinerator (Nentl, 1983, p. 35).

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Example

• In very remote parts of the world there may be
  no roads or railroad, and the land may be covered
  with jungle, swamp, desert or snow. The only way
  that villagers or expeditions can keep in touch
  with the outside world is by air (Steele, 1991c,
  p. 13).

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• 1. See whether the word has a prefix or suffix.
  If so, pronounce the prefix,
• then the suffix, and then the remaining part(s)
  of the word. If the word has
• no prefix or suffix, start with the beginning of
  the word and divide it into
• syllables. Say each syllable.
• 2. Put the syllables together. Include the words
  prefix or suffix, if any. If the
• word does not sound like a real word, try other
  pronunciations until you
• get a real word.

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• ten ten
• tent tend
• rodent tender
• moment fender