Winnipeg School Division
Diagnostic Learning Centre
Polysyllabic Word Study - Fully Analyzed
A strategy to help students use reference (key) words to solve polysyllabic words
January 2008
Rationale:
1. Fully analyze the key word (phonogram pattern).
Gaskins’ (2005) research findings suggest that prior to applying analogy for
decoding, the student must first fully analyze the key words, that is, know the
pattern the key word represents. Once that is known to a level of automaticity,
analogy, as one of the four decoding strategies, can be applied with likely success.
2. Teach in sequence.
Presenting the key word patterns in sequence from VC, CVC, CV or open
syllable, CVC- r-controlled, CVC-digraph, CVCC and an expanded version that
includes long vowels (double vowels) and diphthongs ensures the student learns
the patterns systematically.
The sequencing is intended to lessen confusion arising from students “looking
for parts” they know in a random manner. Example: student finds ‘rat’, ‘ted’ or ‘dec’
in decorated, which does not support successful decoding.
3. Teach to transfer. Teaching and practicing the strategy just prior to a period of
connected reading instruction is effective in helping students to weave it back into
their reading.
4. Instructional decisions regarding the order of presentation should be dependent on
specific student needs.
5. Each step may be abandoned when a student demonstrates internalization of the
concepts of syllabication, analogy and substitution.
6. Initial instruction works well with both individuals and small groups of students.
Procedure:
Show each student how to use the vowels and vowel patterns in a word to
identify each syllable and solve unfamiliar words by applying the following steps:
1. find and underline each vowel from left to right to answer the question,
“How many syllables are there in the word?”
2. look around each vowel to identify each syllable
3. match a reference (key) word to each syllable
4. articulate in sequence each reference (key) word chosen in order to
provide a model of the unknown word
5. read the new word by articulating each syllable in sequence
Student Materials:
 Full sets of reference (key) word cards for each student
 Individual whiteboard or sets of practice cards for individual student study
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Step A - Key words:
VC
CVC
CV
Have the student begin a store of reference (key) words by writing the following
on index cards:
in
at
it
up
ten
sad
get
he
go
Display these one-syllable word cards. Examine each reference (key) word
carefully so that the student understands the VC and CV patterns. The CV pattern
produces an open syllable. The CVC pattern produces a closed syllable, that is, the
vowel is closed in or surrounded by consonants. The key words must be fully
analyzed to be used as references for making analogies.
Instruct the student that his/her job is to choose the familiar word cards that
match the parts of the two-syllable word given. Once the words are appropriately
matched, have the student pronounce the two matching reference (key) words and
then the two-syllable words. Practice matching and pronouncing these words as
quickly as possible.
Substitute consonants.
Example:
Match:
Read:
Read:
nomad
go sad
go sad
no mad
Practice words which might be used are:
secret
omen


zero
bitten
hero
fatten
veto
situp
pinto
nomad
remit
tincup
open
batten
some children will initially think that a syllable is a word
if students experience difficulty syllabicating an open syllable word as in ‘omen’,
it is helpful to demonstrate the flexible thinking required:
o use magnetic letters or letter tiles to build the word
o underline the vowels
o m e n
o remove the ‘m’
o
e n
m
o explain your thinking that “when there is one consonant (m) it generally
belongs with the second vowel (or second syllable)
o m e n
o continue the procedure of matching reference (key) words:
Example: omen
Match:
go ten
Read:
go ten
Read:
o men
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Step B - Key words: CVC - includes digraphs and CVC r-controlled vowels
Provide the student with an additional seven reference (key) word cards.
Continue to examine closely the patterns within the key words. Ensure the students
understand the concept.
can
then
her
car
sun
big
is
Using all reference (key) word cards, have the students match cards to these
words as in Step A.
sister fitter banter charter merger barber banner canter garter
cancer blister
ginger batter jerkin winter margin vermin
render hermit latter charger charter market digger farther trigger
cargo deter meter defer sober refer garter cancer bitter fitter
blister jerkin center barter setter panther blunder grocer mango
depart
Step C - Key words: add in CVCC and other CVC digraphs
Provide the student with an additional four reference (key) word cards.
Continue to examine closely the patterns within the key words. Ensure the students
understand the concept.
went
fish
and
end
Using all reference (key) word cards, have the students match cards to these
words as in Steps A and B.
ferment percent tangent
bandit
scatter catfish
secret
inland disband
moment recent defend
serpent
punish
wetland
scarlet
garment
attend
misspent
varnish
clannish
upend
depend
pungent
finish banish
repent regret
dement
bunker
Step D - Extended practice with key words
After much practice with the reference (key) words the students need to move
on to using the whole store of words in their heads as words to match with syllables to
solve unfamiliar words. Show the students some two-syllable words that will require
the students to create their own reference words.
Example: focus
Match:
go us
Read:
go us
Substitute consonants.
Read:
fo cus
.
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Provide lots of practice with this step. Initially you may wish to draw a line or
place a red dot (. ) between the two parts of the word to show the division.
Placing each word in the context of a sentence gives practice in checking
pronunciation and provides meaning for each word.
Some words to start with:
basket vermin
display decide devour betray rattan trawler
frozen demand blender fender recent harpoon convoy
boyhood repeat cluster defend rebound retreat butler profound
withstand sincere corner butter
gusset relay robot resound
regret binder handsome remit
render
refuse
hinder
restore sandwich order rely cutlet invade russet simmer repay
remind cinder igloo retreat shimmer reply sponsor delight
jasmine engage wither rampage sewer defame litter prevent
tender dismiss mannish luster whisper splinter payment border
defeat delay wiggler simpler pinball permit dement mister
slender potter hammer matter zenith platter massive ferment
member gender sordid plaster statement fritter musket
devout splutter present shampoo
destroy splendid permit
selfish orphan splinter magnet gutter snobbish
Step E - Expanded version:
- add syllables exhibiting Long Vowel Patterns
- CVVC and CVV words
- two vowels working together- the consonant joins the team
Provide students with the following reference (key) words to help them use
words with vowel patterns as part of their store of key words retained in their heads.
Key words that have been internalized from earlier stages need no longer be visible.
nail
boat
feet
meat
prayer sailor cheater
slayer sprayer neater
skeeter sweeter beater
powder recoat floater
teamwork soapsuds
say
boy
oil
for
now
trailer retreat
layer jailer grayer
bleater teepee treatment fleeter greeter
spoiler broiler Oiler enjoy beachhead
however truly beanstalk toasted
Step F - Extended practice without key words
Once the strategy is learned, additional practice should occur using words from
the students’ reading without key word cards. These words then become their own
store of key words in their heads that they may draw upon as needed.
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Step G - Three Syllable Words
Use the preceding procedure with words of three or more syllables. Again, put
the words in a sentence context and discuss the meaning of the word in that context.
Some practice words are:
engagement
painkiller
important
informant
contestant
informant
entertain
surrender
suitable
dealmaker
hydroplane
multitude
hydrofoil
enrichment
attentive
enlistment
sarcastic
enjoyment
amendment
powerful
manpower
insincere
hopelessly
contradict
thermostat
signature
unfailingly
romantic
wonderful
employment
apartment
abdomen
diplomat
indignant
underline
steamroller
influence
juicemaker
unpeelable
nonpayment
speedily
expensive
inactive
chimpanzee
fisherman
disorder
turpentine
bruising
noteworthy
limousine
minimal
playfully
unreachable
Step H - Four Syllable Words and Longer
unobservant
extraterrestrial
unimpressive
entertainment
laboratory
veterinarian
sophisticated
illuminate
videotron
biodegradable
anthropological
thermodynamics
autobiography
magnificent
automobile
independent
unimportant
zoological
aerobatic
spectacular
particular
underpopulated
inexplicability
extravagant
unhesitant
examination
graduation
memorandum
geography
agriculture
temporary
aqueduct
anaconda
reincarnation
antigravity
advertisement
unrepentant
gymnasium
stereophonic
claustrophobia
aquarium
territory
tenderhearted
dramatization
tempermental
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Teach for Transfer:
Goal: the student will put the strategy into practice while reading authentic text
as expediently as possible
Teachable moments:
 teacher makes and demonstrates links
 teacher watches and notices
 words presented for solving using this process need to be at a
level commensurate with student instructional reading levels
 whiteboards, word cards, magnetic letters or letter tiles may all be
use alternatively to explain and practise the strategy
 teacher will guide the student to make connections between this
strategy and the SPLASH and TRICKY WORDS word analysis
strategies (“Look for parts you know.”)
Teacher will recognize when the transfer has occurred:
 student shows signs of internalizing the entire process and
beginning to apply it when reading authentic text
 student demonstrates growing cognitive flexibility in applying the
strategy
 release of responsibility will vary from student to student
Adapted from Cunningham, Patricia M. (1978). Decoding Polysyllabic Words;An Alternative Strategy, Journal of Reading, (April)
pp. 614-617.
Other references:
Gaskins, I. (2005). Success with Struggling Readers: The Benchmark School Approach (p.165-168).New York: The Guildford
Press.
McFarlane, L. (1998). Facilitating Communication and Literacy: Phonemic Awareness in the Clinic and Classroom.
Presentation handout. October 22, 1998. Appendix C. p. 32.
Richards, R. (1999). The Source for Dyslexia and Dysgraphia p.183. East Moline, IL: LinguiSystems.
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