Comp 7: Syllabic Analysis, Structural Analysis and Orthographic Knowledge

Question 1

6 in notebook

Structural analysis (morphemic analysis)

Answer 1

the process of decoding a multisyllabic word with an affix (prefix, suffix) added to a base word.

EX: Students can use this by putting their knowledge together of the base word and affix to recognize a word

Question 2

7 in notebook

Syllabic analysis

Answer 2

process of decoding a multisyllabic word by examining the syllables

Question 3

Orthographic knowledge

Answer 3

what a person knows about how to spell words

Question 4

Morpheme

Answer 4

the most elemental unit of meaning in a language. 2 types: some words and all affixes

EX: elephant = 1 morpheme
EX: walked = 2 (walk + ed)
EX: chairs = 2 (chair + s)

Question 5

Affixes

Answer 5

either prefix or suffix

Question 6

Bound morphemes

Answer 6

prefixes and suffixes that cannot occur alone and must be attached to a root word (un-, -est)

Question 7

Free morpheme

Answer 7

prefix or suffix that can occur alone (test)

Question 8

Syllable

Answer 8

pronounced with a single, uninterrupted sounding of the voice
* a single vowel can be a syllable but not a single consonant, all syllables need at least 1 vowel

Question 9

Open syllable

Answer 9

a syllable that ends in a vowel sound

EX: me
EX: soda

Question 10

Closed syllable

Answer 10

a syllable that ends in a consonant

EX: kick
EX: ball

Question 11

Affrication is a consonant sound that is produced through …

Answer 11

friction (lips touching) as in /v/ or /f/

Question 12

Aspiration

Answer 12

brief puff of air when pronouncing certain words such pit

Question 13

Allophones

Answer 13

two or more variant pronunciations of a phoneme

Question 14

Matthew Effect

Answer 14

“poor readers get poorer because of the lack of vocabulary and reading strategies, vice versa”

Question 15

How Do Phonics, Sight Word Knowledge, Structural Analysis, Syllabic Analysis and Orthographic Knowledge Work Together?

Answer 15

o Phonics and sight word skills are needed to decode single syllable words, phonics help a reader decode regular single syllable words, where sight words help students recognize high-frequency words
o Structural, Syllabic Analysis and Orthographic knowledge help decode multisyllabic words
o Combined can improve reading automaticity

Question 16

How to Teach Structural Analysis and Syllabic Analysis of Multisyllabic Words
a) Structural Analysis Skills: Teaching Prefixes, Suffixes and Roots
1) Direct Instruction: Whole-to-Part

Answer 16

o Display sentences with words containing the target prefix, suffix or root word (i.e. un-)
o Read sentences and identify key element
o Work together to come up with meaning or target prefix, suffix or root word and provide other examples
o Post to word wall with words that share the common element

Question 17

How to Teach Structural Analysis and Syllabic Analysis of Multisyllabic Words
a) Structural Analysis Skills: Teaching Prefixes, Suffixes and Roots
2) Direct Instruction: Part-to-Whole

Answer 17

o Display the target prefix, suffix or root word and explain what it means
o Prepare root words that can be added to make new words
o Help students put newly formed words into sentences and have them posted

Question 18

How to Teach Structural Analysis and Syllabic Analysis of Multisyllabic Words
a) Structural Analysis Skills: Teaching Prefixes, Suffixes and Roots
3) Root Words

Answer 18

o Similar instruction where the root word is given in multiple sentences
o Provide multiple words the root word can be applied to

Question 19

Teaching Syllabic Analysis
1) Teaching Children to Identify the # of Syllables in a Word

Answer 19

o Most traditional is clapping but this only applies to words that can be heard, not read

Question 20

Teaching Syllabic Analysis
2) Teaching Multisyllabic Words that Follow Common Syllable Patterns

Answer 20

o Compound words, divide between the 2 words (in-side)
o Single Syllable Prefix, divide between the prefix and the root (un-kind)
o Never divide between a consonant digraph (teach-er)
o 2 consonants in the middle of a word that are not digraphs, divide between the consonants (sis-ter)
o Single consonant in the middle of a word between 2 vowels, the vowel preceding the consonant is short, divide after the consonant (cab-in, lev-el) *in a closed syllable such as cab- or lev-, the vowel is almost always short
o Single consonant in the middle of a word between 2 vowels, the vowel precedes the consonant is long, divide between the consonant (be-long, fe-ver) *in open syllables, the vowel is almost always long

Question 21

How to Teach Spelling (4 ways)

Answer 21

a) Selecting Spelling Words
o Choose appropriate words each week for students to learn how to spell and provide proper methods to teach them how to spell them
o Reasonable amount is 4-5 each week
o Types of Words Students are expected to Learn: words that include rimes, blends, digraphs, diphthongs, prefixes, suffixes, common root words, high frequency words including those w/ irregular patterns, common-need words, content-area words and words that relate to each other: synonyms, antonyms and homophones
b) Self-Study
o Look at the word and say it to yourself, say each letter to yourself, close your eyes and spell the word to yourself, write the word and check your spelling, write the word again
c) Multisensory Techniques
o Visual: look at the words and then write it 3-4 times (not as effective)
o Visual, use of color: use different colors for digraphs
o Auditory: Hear the word as they write it, student says each letter as they write it, buddy system where one whispers the word to the student
o Kinesthetic: writing with large, exaggerated strokes in the air
o Tactile: sandpaper, window screens, shaving cream
o Mental Imagery: imagine the teacher spelling the word
D) Small-Group and Individualized Spelling Instruction
o It’s important to have small group intervention to help students with a spelling pattern or common mistake

Question 22

How to use Structural Analysis Skills, Syllabic Analysis Skills and Orthographic Knowledge in Reading and Writing

Answer 22

o Student should be challenged to read texts that include words being taught including informational texts
o Give a prompt and a word bank where words can be used to write a story

Question 23

How to teach Struggling Readers and Students w/ Reading Disabilities: Syllabic Analysis, Structural Analysis, and Orthographic Knowledge

Answer 23

o Focus on Key Skills: Common prefixes, common suffixes and orthographic patterns having to do with adding suffixes such as dropping the e (bake to baking) or doubling the consonant (bat to batting)

o Tactile and Auditory Practices: Physically writing items or hearing the words/letters as they spell can be beneficial

Question 24

How to teach EL: Syllabic Analysis, Structural Analysis, and Orthographic Knowledge

Answer 24

o Some root words are cognates in the Spanish language (contra-, bi- and anti-)
o Explicitly teach root words and affixes to increase their word identification skills

Question 25

cognates

Answer 25

have similar pronunciation and meaning with their English counter parts

Question 26

How to teach Advanced Learners: Syllabic Analysis, Structural Analysis, and Orthographic Knowledge

Answer 26

o Allowing students to explore more complicated root words and their derivatives

Question 27

Assessment of Structural Analysis

Answer 27

Students are to read aloud from given a list of words with nonsense words (isolation) or passage (in context) that include the target suffix, prefix or root word

ex: ageless, jobless, careless, spotless, bathless, sadless

Question 28

Assessment of Syllabic Analysis

Answer 28

Assess in isolation (word list) and in context (paragraph) after a rule is taught to see if they can apply it

ex: vowel in an initial open syllable is long
such as: b(a)sic, b(a)by, f(e)male, (e)vil

Question 29

Assessment of Spelling

Answer 29

Analyze student work and look for patterns, both in isolation (spelling tests) ANDDD in context are needed to gain an understanding

Question 30

Entry-Level, Progress-Monitoring and Summative Assessment: Syllabic Analysis, Structural Analysis, and Orthographic Knowledge

Answer 30

o Entry-level assessment would be mostly assessments in isolation
o Progress-monitoring is essential here because many students will struggle
o Summative can include in context, where teacher may create passages including the words they taught

Question 31

Analysis, Interpretation and Use of Assessment Results: individual profiles

Answer 31

determines whose performance is below expectations, meeting, exceeding the standard

it also tells the teacher which students need help on a specific standard

Question 32

Analysis, Interpretation and Use of Assessment Results: group profiles

Answer 32

tell the teacher how the whole class is performing

Question 33

instructional strategy for syllabic analysis, structural analysis, and orthographic knowledge

Answer 33

o Echo Reading, Choral Reading, paired reading, alternate reading, repeated reading