Word Identification Strategy - Patty Granger
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:
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
Rationales Behind the Strategy Steps
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.
- 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
- 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)
- 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
- 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.