Reading First In-Class Intervention December 2006

1. Syllabication Reading First In-Class Intervention December 2006 Lynda Smith & Shelby Skaanes

2. Objectives • Participants will learn the scope and sequence of syllabication • Participants will learn how to provide data-driven instruction based on students’ needs • Participants will understand how to effectively teach syllabication to struggling students

3. Big Ideas for Grade 2 • Students will read 53 wcpm in connected text at the beginning of grade 2. • Students will read 94 wcpm in connected text by the end of grade 2. Hasbrouck & Tindal, (1992)

4. Big Ideas for Grade 3 • Students will read 79 wcpm in connected text at the beginning of grade 3 • Students will read 114 wcpm in connected text by the end of grade 3 Hasbrouck & Tindal, (1992)

5. Sample sentences from typical 3rd grade text • Even lunch, leftovers Mrs. Quimby had wanted to clear out of the refrigerator, had been dreary, with her parents, who seemed tired or discouraged or both, having little to say and Beezus mysteriously moody. • She thought vaguely of all the exciting things she would do – learn to twirl a lariat, play a musical saw, flip around and over bars in a gymnastic competition while crowds cheered.

6. Five Focus Areas in Reading First • Phonological awareness • Phonics/Decoding • Fluency • Vocabulary • Comprehension

7. Definitions • Syllable • Syllabication • Schwa • Blends • Digraphs • Diphthongs • Morpheme • Morphemic Analysis

8. Syllable – A unit of pronunciation containing a single vowel sound Syllabication – The process of analyzing the patterns of vowels and consonants in a word to determine where the word breaks into syllables. This enables the reader to identify syllable types and their vowel sounds, and arrive at an approximate pronunciation of the word. Schwa – The vowel sound sometimes heard in an unstressed syllable. Blends – Consonant blends are 2 or 3 single consonants that work together to create specific sounds. Each consonant within the blend can be heard. Digraphs – A pair of letters representing a single speech sound, such as ph in pheasant or ea in beat. Diphthongs – A complex speech sound or glide that begins with one vowel and gradually changes to another vowel within the same syllable, as oi in boil. Morpheme – The smallest meaningful spoken units of language. There are two types of morphemes: free and bound. A free morpheme has meaning all on its own and does not need to be attached to another morpheme to make a word (i.e., base or root words like happy). Bound morphemes must be attached to another morpheme to make a word (i.e., word roots and affixes like vis, un, ly). They have meaning but are not words unless attached to one or more morphemes. Morphemic Analysis (Structural Analysis) – Isolating and identifying word parts such as base words, affixes, and roots in words and analyzing the way these morphemes combine to contribute to the meaning of words.

9. Words in the English Language • 50% are wholly decodable • 37% are only off by one sound • 50% of the words we read are made up of the first 107 high-frequency words.

10. Syllable Types

11. Your Turn… Syllable Types

12. Syllable Division Patterns

13. Syllable Division Challenges • powder pow/der • jungle jun/gle • further fur/ther

14. Your Turn… Syllable Divisions

15. Important Points Regarding Syllabication • First teach students to look for prefixes and suffixes they recognize and then only apply syllabication to the base or root word. • Point out how common it is for the VC/CV pattern to appear in English words. • Many students will be able to recognize and read r-controlled and vowel team syllables. Explain the importance of teaching and understanding open and closed syllables to help students with the vowel sound. • Once students are able to see the first syllable break in a three syllable word, they can often read the word. It isn’t always necessary for a student to divide the word into all of its syllables.

16. Word Attack Procedure

17. Successful and Proficient Readers • Rely primarily on the letters in the word rather than context or pictures to identify familiar and unfamiliar words. • Process virtually every letter of a word. • Use letter-sound correspondences to identify words. • Have a reliable strategy for decoding words. • Read words for a sufficient number of times for words to become automatic. Hasbrouck 1998

18. In order to read most multisyllabic words with ease, students must be able to: • quickly recognize as “chunks” the phonics patterns they have learned in single-syllable words • understand the concept of a syllable and how to identify vowels and consonants • recognize the various syllable types and their pronunciations • know where the syllables divide – syllable patterns • recognize common prefixes, suffixes, and base words • possess the necessary “mental flexibility” to break a word and arrive at an approximate pronunciation, then use context to resolve ambiguity and confirm the word

19. Template 10 Template for Word Reading- Spelling Focused Strategies for multisyllabic and potentially confusing single syllable words

20. Example 1: Two syllable words (with no affixes) char/coal 1.  Cover the second syllable coal. 2.  Use the signaling procedure to focus students on the potentially difficult spelling in the first syllable ar and say, “Sound?”. 3.  Use the signaling procedure and say, “Blend.” Sweep finger under char. 4.  Uncover the second syllable and cover the first syllable char. 5.  Use the signaling procedure to focus students on the potentially difficult spelling oa and say, “Sound?”. 6.  Use the signaling procedure and say, “Blend.” Sweep finger under coal. 7.  Uncover the first syllable to reveal the whole word. 8.  Use the signaling procedure and say, “Blend.” Sweep finger under each syllable. 9.  Use the signaling procedure and say, “Word?”. Slide hand under entire word. 10. If students have a difficult time pronouncing the word, place the word in context for them and ask them if it sounds like a word they know. Try to get them to adjust the pronunciation based on context and the structure of the sentence. If they still can’t get the pronunciation, tell them.

21. Example 2: Two syllable words (that contain an inflectional ending) paint/ed 1.     Cover the second syllable ed (inflectional ending). 2.     Use the signaling procedure to focus students on the potentially difficult spelling in the first syllable ai and say, “Sound?”. 3.     Use the signaling procedure and say, “Blend.” Sweep finger under paint. 4.     Uncover the second syllable and cover the first syllable paint. 5.     Use the signaling procedure to focus students on the inflectional ending ed and say, “Say /ed/”. 6.     Uncover the first syllable to reveal the whole word. 7.     Use the signaling procedure and say, “Blend.” Sweep finger under each syllable. 8.     Use the signaling procedure and say, “Word?”. Slide hand under entire word. 9.     If students have a difficult time pronouncing the word, place the word in context for them and ask them if it sounds like a word they know. Try to get them to adjust the pronunciation based on context and the structure of the sentence. If they still can’t get the pronunciation, tell them.

22. Example 3: Two syllable words (that contain a prefix) dis/like 1.     Cover the second syllable like. 2.     Option # 1-If you have taught dis as a prefix: Use the signaling procedure to focus students on dis and say,“Prefix?”. Slide finger under dis. Option # 2 – If students have not learned the prefix dis: Use the signaling procedure to focus students on the potentially difficult spelling i and say, “Sound?”. Use the signaling procedure and say, “Blend.” Sweep finger under dis. 3.     Uncover the second syllable and cover the first syllable dis. 4.     Use the signaling procedure to focus students on the potentially difficult spelling i_e and say, “Sound?”. 5.     Use the signaling procedure and say, “Blend.” Sweep finger under like. 6.     Uncover the first syllable to reveal the whole word. 7.     Use the signaling procedure and say, “Blend.” Sweep finger under each syllable. 8.     Use the signaling procedure and say, “Word?”. Slide hand under entire word. 9.     If students have a difficult time pronouncing the word, place the word in context for them and ask them if it sounds like a word they know. Try to get them to adjust the pronunciation based on context and the structure of the sentence. If they still can’t get the pronunciation, tell them.

23. Example 4: Two syllable words (that contain a suffix) weak/ness 1.     Cover the second syllable ness. 2.     Use the signaling procedure to focus students on the potentially difficult spelling ea and say, “Sound?”. 3.     Use the signaling procedure and say, “Blend.” Sweep finger under weak. 4.     Uncover the second syllable and cover the first syllable weak. 5.     Option # 1-If you have taught ness as a suffix: Use the signaling procedure to focus students on ness and say, “Suffix?”. Slide finger under ness. Option # 2 – If students have not learned the suffix ness: Use the signaling procedure to focus students on the potentially difficult spelling e and say, “Sound?”. Use the signaling procedure and say, “Blend.” Sweep finger under ness. 6.     Uncover the first syllable to reveal the whole word. 7.     Use the signaling procedure and say, “Blend.” Sweep finger under each syllable. 8.     Use the signaling procedure and say, “Word?”. Slide hand under entire word. 9.     If students have a difficult time pronouncing the word, place the word in context for them and ask them if it sounds like a word they know. Try to get them to adjust the pronunciation based on context and the structure of the sentence. If they still can’t get the pronunciation, tell them.

24. Example 5: One syllable words (that contain an inflectional ending) hugged 1.     Cover the inflectional ending ed and the double consonant (if there is one) to show just the base word. 2.     Use the signaling procedure to focus students on the potentially difficult spelling in the base word u and say, “Sound?”. 3.     Use the signaling procedure and say, “Blend.” Sweep finger under hug. 4.     Uncover the inflectional ending and cover the base word hug and the double consonant (if there is one). 5.     Use the signaling procedure to focus students on the inflectional ending ed and say, “Say /d/”. 6.     Uncover the base word to reveal the whole word. 7.     Use the signaling procedure and say, “Blend.” Sweep finger under the whole word. 8.     Use the signaling procedure and say, “Word?”. Slide hand under entire word. 9.     If students have a difficult time pronouncing the word, place the word in context for them and ask them if it sounds like a word they know. Try to get them to adjust the pronunciation based on context and the structure of the sentence. If they still can’t get the pronunciation, tell them.

25. Example 6: Two syllable words (that contain two suffixes) play/ers 1.     Cover the second syllable ers. 2.     Use the signaling procedure to focus students on the potentially difficult spelling ay and say, “Sound?”. 3.     Use the signaling procedure and say, “Blend.” Sweep finger under play. 4.     Cover the first syllable play and cover the last inflectional ending s. 5.     Use the signaling procedure to focus students on er and say, “Suffix?”. Slide finger under er. 6.     Keep the first syllable play covered and cover the first inflectional ending er. 7.     Use the signaling procedure to focus students on s and say, “Suffix?.” Slide finger under s. 8.     Uncover the first syllable and the first inflectional ending to reveal the whole word. 9.     Use the signaling procedure and say, “Blend.” Sweep finger under each syllable. 10. Use the signaling procedure and say, “Word?”. Slide hand under entire word. 11. If students have a difficult time pronouncing the word, place the word in context for them and ask them if it sounds like a word they know. Try to get them to adjust the pronunciation based on context and the structure of the sentence. If they still can’t get the pronunciation, tell them.

26. Contact Information Lynda Smith lsmith@tacoma.k12.wa.us 253-209-9959 Shelby Skaanes sskaanes@psesd.org 253-219-0740 Thank you for coming to this session!