Word Study – Understanding the Code
Lesson 1
Purpose:
To help students understand the complexity of words. Students are to become comfortable applying decoding skills to unknown vocabulary thus increasing comprehension in all areas of reading.
Goals:
1.
Students will understand that words consist of consonants and vowels.
2.
Students will understand that words consist of one or more syllables.
3.
Students will understand that some consonant and consonant groups produce alternate sounds.
4.
Students will understand that a syllable consists of one or more vowels.
5.
Students will recognize long and short vowel sounds in various syllable types.
6.
Students will realize that there are irregular vowel sounds.
7.
Students will recognize 6 types of syllables.
8.
Students will become familiar with various diacritical markings.
9.
Students will be comfortable decoding unknown multi-syllabic words.
Methods:

Teacher directed instruction

Whole group instruction

Repetition and practice
Materials:
 Overheads

Handouts

Highlighters

Wall charts

Dictionaries

Index cards
 Folders
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Teacher Resources :
1.
Wilson Reading System, Wilson, Barbara A., Wilson Language
Training Corporation, Millbury, Mass., 1996.
2.
Megawords Multi-syllabic Words for Reading, Spelling, and
Vocabulary, Johnson & Bayrd, Educators Publishing Service, Inc.,
Cambridge, Mass., ISBN: 0-8388-1826-9
3.
The Sounds and Spelling Patterns of English – Phonics for Teachers and Parents, Fischer, Phyllis E., Oxton House, Publishers,
Farmington, Maine, 1993, ISBN: 1-881929-01-9
4.
Words Their Way – Word Study for Phonics, Vocabulary and
Spelling Instruction, Bear, Donald R., Invernizzi, Marcia; Templeton,
Shane; Johnston, Francine; Prentice Hall, 1996,
ISBN: 0-13-021339-Y
5.
Phonics They Use – Words for Reading and Writing, Cunningham,
Patricia, M., Addison-Wesley Educational Publishers, 2000,
ISBN: 0-321-02055-3
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(May take two sessions)
Goal:
1.
Students will understand that words consist of consonants and vowels.
2.
Students will recognize diacritical markings associated with long and short vowels.
Materials:

Charts

Overheads

Practice Sheets
Lesson Type:

Teacher Directed

Whole Class
Highlighters
Hand Outs
Folders (stay in class)
Procedure:
1.
Tell students that some of the material may seem elementary but this material is used with adults and the best way to gain understanding is through basic word structure.
2.
Begin by asking:
What are consonants?
What are vowels?
What happens when you put consonants and vowels together?
(You create words)
What sounds do vowels make?
(Long, short)
Name the short vowel sounds for – a, e, i, o, u
Name the long vowel sounds for – a, e, i, o, u
How can you determine by looking at a word what sound the vowel will make?
There is a “code” to help determine vowel sounds in words. This week you will learn some methods to help decode words.
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Introduce diacritical marks macron, breve, sound slashes? If you were to look up a word in a dictionary, you would notice various types of diacritical marks above the vowels.
For example: ← ēgō. The mark above the e and o is called a macron. This mark lets you know that the vowel sound is long. (It says its own name.) e = /ē/ and o = /ō/ thus ego. Review overhead, have students read words and discuss sounds. (Overhead #1)
Another diacritical mark is known as a breve. A breve placed above a vowel changes the sound from long to short. (Overhead #2)
Example: exit → e = /ĕ/ i = /ǐ/
The last diacritical mark to become familiar with is call schwa. This mark lets you know that the vowel sound is neither long nor short. (Overhead #3)
ə
Example: ago → a = /a/, o = /ō/, /uh·gō/ ə
atom → a = /ă/, o = /o/ - /ă·tum/
When a long or short vowel sound in a word does not make sense, plug in the sound for schwa-uh.
Sound Slashes - (Overhead #4)
Diacritical marks are placed between the slashes to help the reader unlock the code when unsure of word pronunciation.
Confusing Consonants – Cc - (Overhead #5)
As with vowels, some consonants may also be assigned more than one sound. c = /k/ when followed by a, o, u c → cast → /k/ /kast/ cold → /k/ /kōld/ culture → /k/ /kǔl·tūr/ c = /s/ when followed by an e, i, or y c → cent → /s/ /sĕnt/ cite → /s/ /sīt/ cycle → /s/ /sī·kle/ c = /s/ and /k/ calculator → /kăl·kū·lā·tәr/ circus → /sir·kәs/ cyclops → /sī·klǒps/
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(Overhead #6) – Gg g = /g/ when followed by a, o, u g → gasket → /g/ → /găs·ket/ go → /g/ → /gō/ gum → /g/ → /gǔm/ g = /j/ when followed by e, I, y g → gem →/j/ → /jĕm/
giant → /j/ → /jī·ănt/
gym → /j/ → /jǐm/
Some exceptions: get, give, girl, girth, gizmo
(Overhead #7) – Ss s = /s/
s → sink → /s/ → /sǐnk/
s → save → /s/ → /sāv/
s = /z/
1. Usually at the end of a one syllable word.
Has → /z/ → /hăz/
2. Sometimes as a suffix rug+s → rugs → /z/ → /rǔgz/
3.
When between I and e (ise) surprise → /z/ → /sәr·prīz/ televise → /z/ → /tĕl·ә·vīz/ advise → /z/ → /ad·vīz/
(Overhead #8) – Qq q is followed by u u is not a vowel when attached to q qu → /kw/ quit → /kw/ → /kwǐt/ quiet → /kw/ → /kwī·ĕt/ request → /kw/ → /rē·kwĕst/
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Consonant Digraphs - (Overhead #9)
Various consonants that when placed together produce their own sound.
These consonants are never separated. ch → champ → /ch/ → /chămp/ ch → chorus → /k/ → /kôr·ǔs/ ch → machine → /sh/ → /mә·shēn/ ck → lock → /k/ → /lǒk/ sh → shark → /sh/ → /shärk/ th → think → /th/ → /thǐnk/ wh → whale → /wh/ → /hwāl/
Exceptions: who → /hü/ whole → /hōl/ whom → /hüm/
Shy Sounds - (Overhead #10)
These sounds consist of various combinations of consonants and vowels. At times the vowels are quiet and at times the consonants are quiet. (shy) ci → /sh/ → electrician, social dge → /j/ → badge gh → /g/ → ghost gn → /n/ → gnarl kn → /n/ → knot mb → /m/ → limb mn → /m/ → column ph → /f/ → photo que → /k/ → technique, antique rh → /r/ → rhino sion → /shǔn/ → television
/zhǔn/ → fusion tch → /ch/ → catch ti → /sh/ → partial tion → /shǔn/ → traction ture → /chәr/ → fixture wr → /r/ → wrap
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Goals:
1.
Students will understand that syllables contain one or more vowels.
2.
Students will be introduced to 6 syllable types: closed, open, vowel-consonant-e, consonant-le, r-ruled, and attached vowels.
3.
Students will develop an understanding of the following syllables: closed, open, vowel-consonant-e
4.
Students will be able to recognize closed, open, and vowel-consonant-e syllables in words containing up to six syllables.
5.
Students will begin to realize that vowels have various sounds depending on the syllable type containing them.
6.
Students will understand that every syllable type contains one or more exceptions.
A.
Begin by reviewing concepts presented in Lesson 1. This should be a quick review (10 minutes or less) using charts and/or overheads. Students are asked to explain concepts with teacher guidance.
Important concepts to be reviewed:
1.
Diacritical markings (macron, breve)
2.
Vowel sounds (long, short, schwa)
3.
Confusing consonants (c, g, s, qu)
4.
Consonant digraphs (ch, ck, sh, th, wh)
5.
Consonant blends (The difference between digraphs and blends)
6.
Shy sounds
B.
Introduction of syllables (Overhead #1 ~ Lesson 2)
1.
Explain that consonants and vowels are used to make words and every word contains one or more syllables.
2.
Define a syllable as one push of breath. Ask students for various words with one or more syllables. Be sure to chart these words for future lessons.
*Supplying a sound (clap, tap, knock, etc.) to represent a syllable will reinforce the lesson.
Examples : cat → one syllable → make sound as you say syllable. catnip → two syllables → make same sound as you say each syllable. caterpillar → four syllables → make same sound as you say each syllable.
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3.
Each syllable sound is connected to a syllable type. If you understand and recognize each syllable type, you will be able to decode almost any word.
The vowel sound in a syllable depends upon the type of syllable in which the vowel is found.
4.
The six types of syllables are: closed, open, vowel-consonant-e, r-ruled, consonant-le, and attached vowels. (Overhead #2 ~ Lesson 2)
5.
This lesson will focus on the first three syllable types.
C.
Lesson (Overhead #3 ~ Lesson 2)
1.
Closed syllable – This type of syllable contains only one vowel which is
‘closed-in’ or blocked by one or more consonants. The vowel sound is usually short and marked with a breve.
(Overhead #4 ~ Lesson 2)
Examples: pen → pĕn → one syllable, the e is closed in or blocked by the n. The vowel sound is short. pencil → pĕn·cǐl→ two syllables, the e is blocked by the n and the i is blocked by the l. The vowel sound is short. c = /s/ because it is followed by an i. magnet → măg·nĕt → two syllables. The a is blocked by the g and the e is blocked by the t. The vowel sounds are short. magnetics → măg·nĕt·ics → three syllables. The a is blocked by the g, the e is blocked by the t, and the i is blocked by the cs. The vowel sounds are short.
Practice:
Use words containing only closed syllables. Ask students to underline/ highlight closed syllables and mark the vowels with a breve. Begin with one syllable words and move forward to two and three syllables.
*This exercise is important as it implants basic word patterns immediately after teacher directed lesson. Students need immediate reinforcement of skills and concepts.
(Overhead #5 ~ Lesson 2)
Exceptions to closed syllable vowel sounds ild → mīld → /ī/ ind → grīnd → /ī/ old → mōld → /ō/ olt → bōlt → /ō/ ost → pōst → /ō/
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(Overhead #6 ~ Lesson 2)
D.
Open Syllable
This type of syllable contains one vowel which is not closed-in or blocked by a consonant. The vowel sound will be long and marked with a macron.
Y will be considered a vowel in this type of syllable.
(Overhead #7 ~ Lesson 2)
Examples: go → gō → one syllable, open (not followed by a consonant or vowel), the vowel sound is long. pry → prī → one syllable, open.
The y at the end of a one syllable word will usually make the long sound of i. my, fry, dry, by logo → lō·gō→ two syllables, each syllable is open. Each vowel sound is long.
_ baby → bā·by → bā·bē → two syllables, each syllable is open. Each vowel sound is long.
Y at the end of a word with more than one syllable will usually make the long sound of e. gravy, lady, navy
Practice/Review
1.
Discuss the difference between a closed and open syllable.
2.
Discuss the two vowel sounds of y.
3.
Mark open syllable vowels with a macron.
E.
Vowel–Consonant-e syllables
When a syllable ends with a vowel-consonant-e, the vowel sound is usually long and the e is silent.
Examples: fuse → fūse → /fūs/ dome → dōme → /dōm/ drive → drīve → /drīv/ quite → quīte → /quīt/
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(YOU MUST DRAW A SLASH (\)
Exceptions to a vowel-consonant-e syllable: give → gǐve → /gǐv/ live → lǐve → /lǐv/
THROUGH THE LETTER E FOR THE
SILENT SOUND.)

Practice
Mark vowel-consonant-e syllables. Cross out e and mark vowels with a macron.
Review
Three syllable types presented in this lesson.
Assignment

Ask students to bring 5 words of each syllable type to class.

You will use these words in your Lesson 3 review.
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Goals:
1.
Students will review closed, open, and vce syllables.
2.
Students will be introduced to consonant-le, r-ruled, and attached vowel syllables.
Lesson
A. Review concepts from lesson 2. Use homework assignment to chart student
words.
(Overhead #1 ~ Lesson 3)
B. Consonant-le syllable – Consonant-le syllables are usually found in words
with more than one syllable. The vowel sound before the consonant may be
long or short. The e of the –le is silent.
Examples: cable → cā·ble → /cā·bl/
able → ā·ble → /ā·bl/ puzzle → pǔz·zle → /pǔz·zl/ nozzle → nǒz·zle → /nǒz·zl/
(YOU MUST DRAW A SLASH (\)
THROUGH THE LETTER E FOR THE
SILENT SOUND)
Exception: aisle → /ī/
Practice:
Oral review of concept
(Overhead #2 ~ Lesson 3)
C. R-ruled syllable – The r determines the sound of the vowel. (It rules over the
vowel). The vowel sound is neither long nor short.
R-ruled Syllables ar → car
warm er → germ ir → stir or → cord, force
worth, worm ur → curve
*Although the r-ruled syllable is easily read, students must be aware that this syllable will contribute to spelling errors.
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(Overhead #3 ~ Lesson 3)
D. Attached vowel syllables – These syllables consist of 2 vowels connected to
each other. W is used as a vowel when attached immediately after a vowel.
Some of these vowel connections have different sounds and contribute to
spelling errors.
Attached Vowels ai → /ā/ → maintain ay → /ā/ → clay aw → draw au → launch ea → /ē/ → beam, grease
/ĕ/ → meant, bread
/ā/ → break, great ee → /ē/ → teeth, sleep eu → /ū/ → feud ew → /ū/ → threw, few ey → /ā/ → they, grey
/ē/ → key ie → /ī/ → pie, tie
/ē/ → chief, field oa → /ō/ → loan, throat oe → /ō/ → doe, Joe oi → hoist, coil oo → food, zoom
wood, foot ou → sound, out
could, would
soup oy → joy ue → glue, blue
Tuesday, cruise
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Practice
Students should be able to recognize syllable types using one syllable words. If presenting multi-syllable words – all syllables in the word should be the same.
Assignment
Identify each type of syllable.
A.
Worksheet
B.
Bring list of words to class next day
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Goals:
1.
Students will become familiar with the rules of syllabication.
2.
Students will recognize syllable types in multisyllabic words.
3.
Students will connect vowel sounds to syllable types.
Lesson:
Review all syllable types. Chart student words from homework assignments.
Explain that various patterns are used to break words into syllables. Recognition of these patterns will cue them to insert the correct vowel sound. Recognition of syllable patterns is the final piece in understanding the codes used in words.
Remind students that they use skills to break most known and unknown words into syllables automatically. This lesson will clarify the process of viewing words in segments rather than letters.
(Overhead #1 ~ Lesson 4)
A.
Vowel-Consonant-Vowel pattern (VCV)
When a single consonant is found between two vowels, divide the word before the consonant. The vowel sound in the first syllable will be long. human → hū·măn clover → clō·ver cvc ccvc
If the word is not familiar, divide after the consonant. The vowel sound will be short. comet → cō·mĕt does not make sense. cvc
Divide the word after the m → cǒm·ĕt
(Overhead #2 ~ Lesson 4)
B.
Vowel-Consonant-Consonant-Vowel (vccv)
When two consonants are found between two vowels, divide the word between the two consonants.
Digraphs are kept together.
Blends will usually stay with the second syllable unless found in a compound word or at the beginning of the first syllable.
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diffuse → dǐf·fūse
vccv matter → măt·ter
vccv signal → sǐg·năl
vccv
(Overhead #3 ~ Lesson 4)
C.
Consonant-le
Divide these words before the consonant. stable → stā·ble bugle → bū·gle mumble → mǔm·ble
(Overhead #4 ~ Lesson 4)
D.
Compound words
Words containing two or more smaller words.
Divide between smaller words. backpack → back·pack railroad → rail·road
(Overhead #5 ~ Lesson 4)
E.
The process of syllable division
1.
Remove or divide prefixes and suffixes.
2.
Look for a pattern. a.
compound words b.
c-le c.
cvc d.
cvvc e.
digraphs/blends f.
syllable types
3.
Divide words → every syllable must contain at least one vowel.
4.
Insert vowel sounds according to syllable type.
5.
If the vowel sounds do not make sense, repeat step 3.
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Example:
(Overhead #6 ~ Lesson 4) rerun → re·run
Take away the prefix re from the word run. waited → wait·ed
Take away the suffix ed from the word wait. airplanes
↓ airplane·s Take away suffix air·planes
Divide between compound words
Accelerate
Patterns: cc – double consonant (vccv) er – r-ruled syllable ate – consonant vowel e
Divide: ăc·cĕl·er·āte
c c r vce
(Overhead #7 ~ Lesson 4)
Locomotive
Patterns: loc-cvc ive – vce (exception to rule, ive → i is short) lǒc·ǒm·ǒt·ǐve – This does not make sense. lō·cō·mǒt·ǐve – This does not make sense. lō·cō·mō·tǐve – 3 open syllables and vce – each syllable has one push of breath and the word makes sense with proper vowel placement.
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Practice:
At this time, students should be given words to practice as a class. These words can be placed on a chart, worksheet, or overhead. *Refer to Wilson
Reading Program, Megawords, or Words Their Way.
ә electromagnetic (ē·lĕc·trō·măg·ne·tǐc)
o c c c o c o = open syllable c = closed syllable r = r-ruled syllable vce = vowel-consonant-e syllable d = double vowel syllable cle = consonant-le syllable
2 syllable words: report - rē·port
o r diffuse - dǐf·fūse
c vce exhaust - ĕx·haust
c d design concrete transuit storage
3 syllable words: distribute - dǐs·trǐb-ūte
c c vce electron - ē·lĕc·trǒn
o c c
_ battery - băt·er·y
c r o insulate maintenance masonry dioxide elastic electric electron monoxide
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4 syllable words: evaporate - ē·văp·or·āte
o c r vce accelerate application generator regulator alternator conservation ecology respiration
6 syllables electromagnetic
Review:
Students should have handouts of chosen overheads in folders. Use these to review concepts taught in each lesson. Ask students what concepts were most confusing. Review these concepts and provide visual examples.
Closing:
Students must understand that they must practice the skills presented to them this week. Understanding the code used for reading words is confusing because of the many exceptions in the English language. If they are able to remember which vowel sounds are contained in each syllable, they will be able to unlock most vocabulary words. Remind students that a schwa sound will usually work if a long or short vowel sound does not.
Teachers:
Provide as much practice of skills as possible. Ask students to divide words as part of your class when working with the comprehension section.
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