Secondary Content Teachers

VOCABULARY
Multisyllabic Words

Reading Services Center

SUBJECT:

Multisyllabic Words/Decoding

COURSE OR GRADE:

Content Area/Classroom Teachers

GOAL:

This strategy assists students in comprehending content texts by building their skill in decoding unfamiliar words.

Supports this Learner Characteristic:

  • Has reading skills consistent with reading tasks required.

WHO:

Students who have basic decoding skills, but have difficulty applying the principles to multisyllabic words.

Content Area Teachers - Grades 4-12

WHEN:

Use the procedure 10 minutes daily for six weeks.

TEACHING PROCEDURES:
Strategy for Multisyllabic Word Decoding

Note: Go only as far as needed in the middle steps, actually breaking the word down, but do the last step of putting the word back together.

Tell students that to read any large word, all they have to do is take 5 easy steps.

STEP 1

Print the unknown word on the first line.

STEP 2

Split the word into two parts so there is nothing left over.

The students write the word if it is a compound.
(dogcatcher, greasepaint)

The students cross out the boxes in line 2 if the word is not a compound word.

STEP 3

Take off parts at the beginning or ending of the word.

Have the students take off any suffixes or prefixes and write them along with the root word on line 3 of the Word Analysis Chart.
(unfavorable = un favor able

STEP 4

Break the root word into syllables.

Find parts in the root word.

* two consonants between the vowels:

batter = bat ter

* one consoant between two vowels:

favor = fa vor

govern = gov ern

Students write the parts on line 4.

STEP 5

Write the complete word again.

Students put the parts together again by writing the original word on line 5.

Give the students an oral clue by saying the difficult word part for them to repeat.

When the students say the word correctly, give a brief explanation of the word.

Model how to use the Word Analysis Chart using the following procedure, emphasizing the steps above. Break down several words, making your thoughts visible by describing them step by step.

  1. Have the student print the unknown word on the line. Say: WRITE THE WORD.

  2. Say: SPLIT THE WORD INTO TWO PARTS IF YOU CAN, SO THERE'S NOTHING LEFT OVER. (The student writes the compound word; have the students cross out the boxes in line 2 if it is not a compound word.)

  3. Say: DO YOU SEE ANY PART ON THE BEGINNING OR ENDING OF THE WORD THAT YOU CAN TAKE OFF? (Have the students take off any suffixes or prefixes and write them along with the root word in part 3 on the Word Analysis Chart.

  4. Say: LET'S SEE IF WE CAN BREAK THE ROOT WORD INTO MORE PARTS. (Find parts in the root word.)

  5. Say: NOW WRITE THE PARTS ON LINE 4.

  6. Say: WRITE THE PARTS AGAIN ON LINE 5 AND TRY TO BLEND THE WORD PARTS. SAY IT FAST. (Give the students an oral clue by saying the difficult word part for students to repeat.) When the students say the word correctly, give a brief explanation of the word.

STUDENT PRACTICE:

Choose one or two of the vocabulary words that are critical to the content. Have the students use the WAAP charts to apply the Word Analysis Strategy.

CHECK-UP:

Choose five multisyllabic words from the content text and have students use the charts to apply the process. 80% (4/5) would be considered mastery. However, it is recommended that this procedure be reviewed periodically throughout the year.

FOLLOW-UP:

If students need additional help, choose 2-3 words from the content text and provide a partial breakdown of the words on the chalkboard or overhead. Have students determine as a group the remaining word analysis components. Do this procedure for two weeks.

EXAMPLES:

WORD ANALYSIS CHART:

 
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