Compound (catbird) words.

bobwhite catbird

nighthawk ricebird

killdeer jellyfish

Affix (anteater) words

• Anteater

• snowy owl

• sidewinder

• golden plover

Double-consonant (rabbit) words:

• panda gibbon turkey

• otter monkey raccoon

• possum penguin rabbit

Single-consonant (tiger) words:

• tiger spider

• tapir zebra (br forms a

• single cluster)

Final le (turtle) words:

• turtle beetle

Pattern Approach to Syllabication

• tie

• tiger

• spider

• diner

• miser

• 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.

• 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

• 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.

3. Students read signs or labels that contain pattern

• words.

• Cocoa

• Frozen Foods

• Open

• Buy Tokens Here

• Photo Shop

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.

• 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).

• 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 isn’t given to a syllable in a multisyllabic word, it won’t 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.

Spot and Dot

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

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.

• 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.

•

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

Reading by Syllables

• Ab sent

Re ward

Cab bage

REWARDS

• Secondary (grades 6–12) and Intermediate (grades 4–6)

• 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

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.

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.

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).

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

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 time—podiatrist, tripod, gastropod—so that students can see relationships among the words.

• 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

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.”

Prefixes

• 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)

• 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

• 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

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.

• ■ 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-

Introducing Prefixes• Read the portion of the Humpty Dumpty chapter in

Lewis Carroll’s• (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 word’s meaning. Note, too, that a prefix forms a separate syllable.

Suffixes

• Inflectional suffixes have a grammatical function, indicating subject–verb 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.

• Derivational suffixes either change a word’s 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).

• 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

• 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

• -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

• 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

• 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 don’t

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

word’s meaning.• 5. If nothing works, use a dictionary or ask

the teacher for help.

• 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

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

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

• 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 dog’s method of

• 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.

• ■ 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).

• ■ Selecting clues to the word’s 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.

• ■ 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 doesn’t 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).

• 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.

• 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.

• 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 she’s 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?

• )

• 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

Definition

• “What’s a walker?” Donna asks. “It’s 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).

Synonyms

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

Comparison–Contrast

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

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).

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).

• 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

word’s prefix or suffix, if any. If the• word does not sound like a real word, try

other pronunciations until you• get a real word.

• ten ten

• tent tend

• rodent tender

• moment fender