1. English 84 El Camino College Professor Stephanie Schwartz Fall 2013 CSU Fullerton Graduate Student: Carolee Vakil-Jessop CSUF READ 597 – Final Project

2. Word Identification Skills Sight Words – words which are most commonly found in written materials. Review Fry’s New Instant Words list to see how many you know! First 100 words theorwillnumberhewesomecallat ofoneupnowaswhenherwhoshe andhadotherwayforyourwouldoiltwo abyaboutcouldoncanmakenowcome towordoutpeoplearesaidlikefindbe inbutmanymyastherehimlongdo isnotthenthanwithuseintodownmore youwhatthemfirsthisantimedaymade thatallthesewatertheyeachhasdidthis itweresobeenIwhichlookgethow writemayhavetheirgopartfromifsee over

3. Word Identification Skills Second 100 words newgreatputkindsoundwhereendhandtake helpdoespictureonlythroughanotheragainlittlemuch wellchangeworkbeforelargeoffknowlinemust playplacerightbigspellyeartooevenair livemeansuchawaymeoldbecauseanimalback anyturnhousegivesameherepointmosttell whypageveryboyaskletterafterfollowwent motherthingcamemenanswerourwantreadfound justshowneed studynamealsolandstillgood arounddifferentlearnsentenceformhomeshouldmanthree usAmericathinksmallmoveworldsaysettry high

4. Word Identification Skills Third one hundred words Everyleftuntilideaneardon’tchildren enough Addfewsideeatfoodwhilefeetface Betweenalongcarwatchownmightmilefar BelowclosenightIndiancountrysomethingwalkreal Plantseemwhitealmostlastnextsealet Schoolhardbeganabovefatheropengrowgirl Keepexampletooksometimestreebeginrivermountain Neverlifefourcutstartalwayscarryyoung Citythosestatetalkearthbothoncesoon Eyepaperbooklistlighttogetherhearsong Thoughtgotstopleaveheadgroupwithoutfamily Underoftensecondbodystoryrunlatemusic Sawimportantmisscolor

5. Word Identification Skills Use context clues. Context clues are the words, phrases and sentences surrounding the unknown word which provide clues as to the meaning of the unknown word. Semantic and Syntactic Cues are important types of context clues. Semantic cues = meaning cues Semantic cues are taken from the meanings of the surrounding words, phrases and sentences Ex: Daniel went out to walk her bichon frise. Ask yourself what kind of things can be walked? Answer: dogs Therefore, bichon frise is probably a type of dog. It is!

6. Word Identification Skills Context Clues Syntactic cues = grammar clues Because certain types of words appear certain positions in spoken and written English, the word order gives clues to the meaning of an unknown word. Ex: Will you football with me? Think what type of word would make sense in the sentence? Noun? Verb? Adjective? Adverb? Answer: a word showing action = verb Possible verbs: watch, play

7. Word Identification Skills Homographs – words that look the alike but have different meanings and sometimes different pronunciations. Examples: row, wind, bow, read, content, rebel, minute, lead, record and live Context can clarify the pronunciation and meaning of homographs. Read the following sentences and listen to how the italicized word is pronounced differently. The wind was blowing hard today. Will you wind the clock tonight? I put a bow on every present I wrap. After a theatrical performance the actors take a bow. My friend James is considered a rebel. Some teenagers rebel against their parents. I record television shows with my DVR. Olympians often break world records.

8. Word Identification Skills Structural Analysis – enables readers to decode unfamiliar words using larger units than a single grapheme (letter). Types of Structural Analysis Inflectional Endings Prefixes and suffixes Contractions Compound words Syllabication and accent

9. Word Identification Skills Inflectional endings = suffixes: -s, -ed, -ing They do not change the meaning of the root word When added to nouns – changes number, case or gender When added to verbs – changes tense or person When added to adjectives – changes degree The also can change the root word’s part of speech. Examples: girlgirls walkwalkswalkingwalked shopshopsshoppingshopped

10. Word Identification Skills Inflectional endings: -s, -ed, -ing Changes to Base Words When Adding Inflectional Endings Base Words+ing+ed+s 1. CVVC, CVCCNo changeNo changeNo change Ex: look, walklooking, walkinglooked, walkedlooks, walks 2. CVCDouble final letterDouble final letterNo change Ex: batbattingbattedbats 3. CVCeDrop final eDrop final eNo change Ex: rakerakingrakedrakes 4. Words that end in consonantNo changeChange y to iChange y to i +y. Ex: crycryingcriedcries 5. Words that end in a vowelNo changeNo changeNo change +y. Ex: playplayingplayedplays 6. Two-syllable words accentedFollow rules 1-5Follow rules 1-5Follow rules 1-5 on the second syllableadmitting, inviting,admitted, invitedadmits, invites Ex: admit, invite, apply, enjoyapplying, enjoyingapplied, enjoyedapplies, enjoys 7. Words that end in cAdd a kAdd a kNo change Ex: panicpanickingpanickedpanics

11. Word Identification Skills Prefixes and Suffixes are known as affixes, and they are letters or sequences of letters that are added to root words to change their meanings and/or parts of speech. A prefix is placed before a root word and a suffix is placed after a root word. Good readers learn to recognize common prefixes and suffixes automatically. This helps them recognize unknown words more rapidly than sounding out a word. Knowledge of prefixes and suffixes can help readers decipher the meanings as well as the pronunciations of unfamiliar words. Common prefixes to learn: un-, re-, in-, im-, ir-, dis-, en-, em-, non-, in-, im-, over- and mis- Common suffixes to learn: -s, -es, -ed, -ing, -ly, -er, -or, -ion, -tion, -ation, - ition, -ible, -able, -al, -ial, -y, -ness, -er, -ed, and -ing

12. Word Identification Skills Contractions The apostrophe used in contractions indicates that one or more letters have been left out when two words were combined into one word. Good readers are able to identify the two words that are combined into one. Common contractions: Can’t/cannotI’d/I had or I wouldI’ll/I will Shouldn’t/should notwe’ve/we haveI’ve/I have We’re/we arethey’re/they areIsn’t/Is not she’d/she would or she hadLet’s/let us

13. Word Identification Skills Compound Words Exploring compound words can help a reader develop the following skills The reader learns how words can combine in different ways to form new words. The study of compound words lays the foundation for studying syllables. Students reinforce their knowledge of the spelling of high-frequency words. Ex: bedroom, lightweight, sunlight, fireman

14. Word Identification Skills Syllables Open syllables (CV syllable pattern) end with a long-vowel sound: tiger, Katy, reason Closed syllables (CVC syllable pattern) contain a short-vowel sound that is usually closed by two consonants: Caddie, rabbit, racket Syllable patterns PatternTypeExamples VCCVClosedskipping, button, chapter, window V/CVOpenlazy, coma, beacon, bacon VC/VClosedriver, robin, cover, planet VCCCVClosedlaughter, pilgrim, instant, complain VVOpencreate, riot, liar

15. Word Identification Skills Accent Most words with two or more syllables, one of the syllables is accented or stressed more than the others. Some dictionaries use bold apostrophes to identify the accented/stressed syllable. Practicing identifying the accented/stressed syllable is beneficial to decoding other words with the same patterns. When pronouncing a word ask yourself, which syllable sounds louder than the others?

16. Word Identification Skills Sources: Bear, D.R., et al. (2008). Words Their Way. Upper Saddle River: Pearson Education, Inc. Roe, B. D., Smith, S. H., & Burns, P. C. (2009). Teaching Reading in Today's Elementary Schools. Belmont: Wadsworth Cengage Learning.