Word Identification Strategy (PL)

2. SIM Professional Developer or Specialist

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  • Last updated July 30, 2020 at 11:59 AM by kucrl
  • Evidence visible to public
Please list the SIM Professional Developer or Specialist who led the session you attended.

All posted evidence

Susan Trumbo

csmith2 About 5 years ago

Julie Herzog Diane Gilliam Susan Trumbo

ssamples Over 6 years ago

Feb. 8, 2017 Julie Herzog

dseward Over 6 years ago

Ideas for School Year

My goal is to use this strategy in a small group station to help those students who have difficulty decoding.  I have 4-6 students that I know would benefit (4 definitely, 2 that may need a little more convincing to give it their best).  Hopefully within the first nine weeks, I will have worked out the scheduling kinks to begin this strategy along with continuing others that I had already started.  Then I will be able to add to my reflections as to how it worked and the progress made.
kittykat242 Over 7 years ago

I look forward to assisting a 4th grade special education teacher learn and implement this strategy.

Word Identification Strategy - Patty Granger
  • This works nicely with word mapping
  • Described as an intervention
  • follows the 8 step SIM framework
  • 30-50 days of instruction

Pertinent Setting Demands - decoding long, multi-syllable wordsPurpose of Strategy - to give the student a systematic process through which long words can be attackedHow do you figure out words you don’t know? What Students Learn from the Strategy Students learn how to:
  • focus on the context surrounding the word
  • dissect a word into component parts using simple rules
  • use other resources available
    • people
    • online
Steps
  • Discover the sounds and context
  • Isolate the beginning
  • Separate the ending
  • Say the stem
  • Examine the stem
  • Check with someone
  • Try the dictionary (or other resource)
Pretest (best with students at 3rd grade reading level and focuses on decoding)
  • make sure they need the test
  • make sure they have the skills to do it
  • found on page 94
  • note the way the prefixes and suffixes are marked
  • only part of the assessment process

Secret of taking the book apart - put it in the freezer overnight, crack it open after it is frozen and then can put into a three ring binder
Instruction
  • allow to use supports (handouts) to complete tasks
  • slashes are used to divide chunks, L and backward L are used for prefixes and suffixes
Rules for Twos and Threes - get the word down to a manageable place
  • Rule 1
    • If a stem or part of the stem, begin with:
      • a vowel, divide off the first two letters (av/al/an/che)
      • a consonant, divid off the first three letters (con/fed/er/ate)
  • Rule 2
    • If you can’t make sense of the stem after using Rule 1, take off the first letter of the stem and try Rule 1 again (s/tri/a/tion)
  • Rule 3
    • When two different vowels are together, try making both of the vowel sounds (diet)
    • If this doesn’t work, try pronouncing them together using only one of the vowel sound (believe)

Rationales Behind the Strategy Steps
  • The strategy requires the student to actively interact with the reading material
  • Through the application of a few rules, the strategy enables the student to easily dissect and pronounce most words
  • the strategy enables the student to make use of resources for very difficult words


Performance on Grade-Level materialsBefore instruction After instruction20 words incorrectly pronounced 3 words incorrectly pronounced40% comprehension 70% comprehension
There is a Student Materials book with passages and quizzes
During the Advance practice step, use passages (and quizzes) and apply what they have learned
Really should be taught to someone before doing this with students. It is very complicated.
probsts Over 8 years ago