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Domain 2: Word Analysis

Terms in this set (76)

o Structural Analysis Skills: Teaching Prefixes, Suffixes, and Roots
• Direct Instruction: Whole-to-Part
• Display several sentences, each with a word that contains the target prefix, suffix, or root word. For example, for the prefix un-:
o Roberto was unafraid when he entered the haunted house.
o The zookeeper uncaged the tiger when it was time to move him to another zoo.
o They checked very carefully, but the letter was undated.
o The movie was so long it seemed to be unending.
• Read again the underlined target words and identify the key common element. You might want to circle the common prefix, suffix, or root word (in this case, un-).
• Work with the students to arrive to the meaning of the prefix, suffix, or root word.
• Provide some other words with common element, or see if the children can provide the words.
• Direct Instruction: Part-to-Whole
• Display the prefix, suffix, or root word on the blackboard, in this case, un-. Tell the children what it means (in this case, not or the opposite of)
• Prepare some 4x6-inch cards with root words that can be added to the prefix or suffix to make words. For root words, you will need to prepare cards with prefixes and suffixes on them. For example, for teaching un-, you would need cards that read afraid, caged, ending tangled, Add the cards to the element on the board and make new words.
• Finally, help the children put each newly formed word into sentences, which can be written on the blackboard or on a piece of chart paper.
• Root Words
• Lessons for common roots would follow the same instructional pattern.
o How to Teach Syllabic Analysis
• Teaching Children to Identify the Number of Syllables in a Word
• The traditional activity is to have children clap their hands as they say each syllable in a multisyllabic word.
• Teaching Multisyllabic Words That Follow Common Syllable Patterns
• Compound words, divide between the words (in-side, foot-ball)
• Single-syllable prefix, divide between the prefix and the root (un-kind, pre-rest)
• Never divide a consonant diagraph (bush-el, teach-er)
• Two consonants in the middle of a word that are not diagraphs, divide between the consonants (sis-ter, but-ter)
• Single consonant in the middle of a word between two vowels, the vowel preceding the consonant is short, divide after the consonant (cab-in, lev-el)
• Single consonant in the middle of a word between two vowels, the vowel preceding the consonant is long, divide before the consonant (be-long, fe-ver)