Polysyllabic Word Study-Fully Analyzed

WinnipegSchool Division

Diagnostic Learning Centre

Polysyllabic Word Study-Fully Analyzed

A strategy to help students use reference (key) words to solve polysyllabic words

January 2008

Rationale:

Fully analyze the key word (phonogram pattern).

Gaskins’ (2005) research findings suggest that prior to applying analogy for decoding, the student must first fully analyze the key words, that is, know the pattern the key word represents. Once that is known to a level of automaticity, analogy, as one of the four decoding strategies, can be applied with likely success.

Teach in sequence.

Presenting the key word patterns in sequence from VC, CVC, CV or open syllable, CVC- r-controlled, CVC-digraph, CVCC and an expanded version that includes long vowels (double vowels) and diphthongs ensures the student learns the patterns systematically.

The sequencing is intended to lessen confusion arising from students “looking for parts” they know in a random manner. Example: student finds ‘rat’, ‘ted’ or‘dec’ in decorated, which does not support successful decoding.

Teach to transfer. Teaching and practicing the strategy just prior to a period of connected reading instruction is effective in helping students to weave it back into their reading.
Instructional decisions regarding the order of presentation should be dependent on specific student needs.
Each step may be abandoned when a student demonstrates internalization of the concepts of syllabication, analogy and substitution.
Initial instruction works well with both individuals and small groups of students.

Procedure:

Show each student how to use the vowels and vowel patterns in a word to identify each syllable and solve unfamiliar words by applying the following steps:

find and underline each vowelfrom left to right to answer the question, “How many syllables are there in the word?”
look around each vowel to identify each syllable
match a reference (key) word to each syllable
articulate in sequence each reference (key) word chosen in order to provide a model of the unknown word
read the new word by articulating each syllable in sequence

Student Materials:

Full sets of reference (key) word cards for each student
Individual whiteboard or sets of practice cards for individual student study

Step A - Key words: VC CVC CV

Have the student begin a store of reference (key) words by writing the following on index cards:

in at it up ten sad get he go

Display these one-syllable word cards. Examine each reference (key) word carefully so that the student understands the VC and CV patterns. The CV pattern produces an open syllable. The CVC pattern produces a closed syllable, that is, the vowel is closed in or surrounded by consonants. The key words must be fully analyzed to be used as references for making analogies.

Instruct the student that his/her job is to choose the familiar word cards that match the parts of the two-syllable word given. Once the words are appropriately matched, have the student pronounce the two matching reference (key) words and then the two-syllable words. Practice matching and pronouncing these words as quickly as possible.

Example: nomad

Match: go sad

Read: go sad

Substitute consonants. Read: no mad

Practice words which might be used are:

secret zerohero veto pinto remit open

omen bitten fatten situp nomad tincup batten

some children will initially think that a syllable is a word
if students experience difficulty syllabicating an open syllable word as in ‘omen’, it is helpful to demonstrate the flexible thinking required:
use magnetic letters or letter tiles to build the word
underline the vowelso m e n
remove the ‘m’ o e n

explain your thinking that “when there is one consonant (m) it generally belongs with the second vowel (or second syllable) o m e n
continue the procedure of matching reference (key) words:

Example: omen

Match: go ten

Read: go ten

Read: o men

Step B - Key words: CVC-includes digraphs andCVC r-controlled vowels

Provide the student with an additional seven reference (key) word cards. Continue to examine closely the patterns within the key words. Ensure the students understand the concept.

can then her car sun big is

Using all reference (key) word cards, have the students match cards to these words as in Step A.

sister fitter banter charter merger barber banner canter garter cancer blister ginger batter jerkin winter margin vermin render hermit latter charger charter market digger farther trigger cargo deter meter defer sober refer garter cancer bitter fitter blister jerkin center barter setter panther blunder grocer mango depart

Step C - Key words: add in CVCC and other CVC digraphs

Provide the student with an additional four reference (key) word cards. Continue to examine closely the patterns within the key words. Ensure the students understand the concept.

went fish and end

Using all reference (key) word cards, have the students match cards to these words as in Steps A and B.

ferment percent tangent serpent garment clannish finish banish bandit scatter catfish punish attend upend repent regret secret inland disband wetland misspent depend dement moment recent defend scarlet varnish pungent bunker

Step D- Extended practice with key words

After much practice with the reference (key) words the students need to move on to using the whole store of words in their heads as words to match with syllables to solveunfamiliar words. Show the students some two-syllable words that will require the students to create their own reference words.

Example: focus

Match: go us

Read: go us

Substitute consonants. Read: fo cus

Provide lots of practice with this step. Initially you may wish to draw a line or place a red dot (. ) between the two parts of the word to show the division.

Placing each word in the context of a sentence gives practice in checking pronunciation and provides meaning for each word.

Some words to start with:

basket vermin display decide devour betray rattan trawler frozen demand blender fender recent harpoon convoy boyhood repeat cluster defend rebound retreat butler profound withstand sincere corner butter gusset relay robot resound regret binder handsome remit render refuse hinder restore sandwich order rely cutlet invade russet simmer repay remind cinder igloo retreat shimmer reply sponsor delight jasmine engage wither rampage sewer defame litter prevent tender dismiss mannish luster whisper splinter payment border defeat delay wiggler simpler pinball permit dement mister slender potter hammer matter zenith platter massive ferment member gender sordid plaster statement fritter musket devout splutter present shampoo destroy splendid permit selfish orphan splinter magnet gutter snobbish

Step E - Expanded version:

- add syllables exhibiting Long Vowel Patterns

- CVVC and CVV words

- two vowels working together- the consonant joins the team

Provide students with the following reference (key) words to help them use words with vowel patterns as part of their store of key words retained in their heads. Key words that have been internalized from earlier stages need no longer be visible.

nail boat feet meatsay boy oil for now

prayer sailor cheater trailer retreat layer jailer grayer slayer sprayer neater bleater teepee treatment fleeter greeter skeeter sweeter beater spoiler broiler Oiler enjoy beachhead

powder recoat floater however truly beanstalk toasted teamwork soapsuds

Step F - Extended practice without key words

Once the strategy is learned, additional practice should occur using words from the students’ reading without key word cards. These words then become their own store of key words in their heads that they may draw upon as needed.

Step G - Three Syllable Words

Use the preceding procedure with words of three or more syllables. Again, put the words in a sentence context and discuss the meaning of the word in that context. Some practice words are:

engagementattentiveromanticspeedily

painkillerenlistmentwonderfulexpensive important sarcastic employment inactive informant enjoyment apartment chimpanzee contestant amendment abdomen fisherman

informantpowerfuldiplomatdisorder

entertainmanpowerindignantturpentine

surrenderinsincereunderlinebruising

suitablehopelesslysteamrollernoteworthy

dealmakercontradictinfluencelimousine hydroplane thermostat juicemaker minimal

multitudesignatureunpeelableplayfully hydrofoil unfailingly nonpayment unreachable

enrichment

Step H - Four Syllable Words and Longer

unobservantautobiographyextravagantantigravity

extraterrestrialmagnificentunhesitantadvertisement unimpressive automobile examination unrepentant entertainment independent graduation gymnasium laboratory unimportant memorandum stereophonic

veterinarianzoologicalgeographyclaustrophobia

sophisticatedaerobaticagricultureaquarium

illuminatespectaculartemporaryterritory

videotronparticularaqueducttenderhearted

biodegradableunderpopulatedanacondadramatization

anthropologicalinexplicabilityreincarnationtempermental

thermodynamics

Teach for Transfer:

Goal: the student will put the strategy into practice while reading authentic text as expediently as possible

Teachable moments:

teacher makes and demonstrates links
teacher watches and notices
words presented for solving using this process need to be at a level commensurate with student instructional reading levels
whiteboards, word cards, magnetic letters or letter tiles may all be use alternatively to explain and practise the strategy
teacher will guide the student to make connections between this strategy and the SPLASH and TRICKY WORDSword analysis strategies (“Look for parts you know.”)

Teacher will recognize when the transfer has occurred:

student shows signs of internalizing the entire process and beginning to apply it when reading authentic text
student demonstrates growing cognitive flexibility in applying the strategy
release of responsibility will vary from student to student

Adapted from Cunningham, Patricia M. (1978). Decoding Polysyllabic Words;An Alternative Strategy, Journal of Reading, (April)

pp. 614-617.

Other references:

Gaskins, I. (2005). Success with Struggling Readers: The BenchmarkSchool Approach (p.165-168).New York: The Guildford

Press.

McFarlane, L. (1998). Facilitating Communication and Literacy: Phonemic Awareness in the Clinic and Classroom.

Presentation handout. October 22, 1998. Appendix C. p. 32.

Richards, R. (1999). The Source for Dyslexia and Dysgraphia p.183. East Moline, IL: LinguiSystems.