Grade 1
Module 3-1
Lesson C: Word Analysis Strategy Compound Words &
Contractions
Content Overview for Lesson
If necessary, remind students of the procedures for shared reading taught in
Module 1-3 Lesson A. This lesson will focus on compound words and
contractions.
Teacher Preparation
Go to the following website for a song about compound words:
http://www.songsforteaching.com/jackhartmann/compoundwords.htm
A Big Book containing compound words such as, Fox, Beware! By Judy Waite
Write sentences from the text containing the compound words and
contractions on a chart or sentence strips.
Go to the following website for a song about contractions
http://www.actionfactor.com/pages/song-lyrics/song-lyrics-contractionaction.html
Create anchor charts explaining compound words and contractions.
Choose a Big Book containing contractions such as The Bear Who Wouldn’t
Share by Jonathan Allen
Instructional
Considerations
(Misconceptions/Common
Errors,
Additional Instructional Strategies)
Word Analysis should occur within the context of a connected piece of text
and not as an isolated skill. Students need to understand that word analysis
is used in concert with meaning and structure to read as the student reads
for understanding.
All Big Books are not created equal. Be careful when selecting Big Books for
Shared Reading. Many publishers have enlarged books that are not
appropriate for Shared Reading lessons. Be aware of the spacing between
words, the size of the letters/words, and the number of words on a page.
During Shared Reading, provide quick, focused activities to help bring the
concepts about print to a conscious level. Every concept would not be
addressed with every child on every day. Select concepts based on
observing students as they interact with text.
Always take your lesson focus back to the text, such as, reading the sentence
in which a student identified a high frequency word, etc. If the book is short
enough, read entire text after teaching foci for the lesson. Remember to use
“Whole-Part-Whole” instruction.
Use different big books to re-teach strategies
Key Vocabulary and Concepts
Compound words: A combination of two or more words, which may be
hyphenated (merry-go-round), written as separate words (school bus), or
written as a single word (flowerpot).
Contractions: a shortened form or shortening of a word or phrase, e.g.
"he'll" for "he will." In English, the omitted letter or letters are usually
marked with an apostrophe or a period, depending on the type of
contraction.
Conferencing notebook: a notebook with a page dedicated to each student
to record conferencing notes with each student.
Anchor chart a chart compiled with the teacher and students such as,
Rituals and Routines for Independent Writing
Running record is a tool that is administered one-on-one with students to
record reading behaviors readers make as they are reading. As a student
reads a portion of a book, the teacher notes errors, self-corrections,
repetitions, re-readings, hesitations, and appeals for help.
Instructional Focus Explanation of indicators
1-3.6 Use structural analysis to determine the meaning of compound words
and contractions.
Objective for Lesson C
The student will analyze to determine the meaning of compound words and
contractions.
Materials Needed
Create anchor charts explaining compound words and contractions. This
chart will remain up and words will be added as encountered in text.
Prepare sentences from the text containing compound words and
contractions.
Teaching Lesson Introduction to the lesson
Lesson C-This lesson will take multiple days
Days 1-4:
Introduce compound words with the compound word song. (See website
information in teacher preparation.)
Do a shared reading using a Big Book such as Fox, Beware! By Judy Waite.
Follow the same steps from Module 1-2 Lesson A:
 Re-reading of familiar text.
 Orientation to a new text.
 Reading of the new text.
 Follow-Up discussion and teaching points about compound words
found in text should be concluded by a second reading of book or
portion of the book.
Demonstration and Guided Practice:
Using a Big Book such as Fox, Beware! By Judy Waite containing compound
words or a Big Book from a previous lesson, explain to the students they are
going to learn a word analysis strategy that will help them to analyze
unknown or multisyllabic words when they encounter them in their reading.
Show them the Anchor chart with the definition for compound words. Explain
that a compound word is two words put together to make a new word (dog
house=doghouse). Show the students the prepared sentences containing the
compound words being studied. Discuss the meaning of the words in each of
the sentences. Have students generate other compound words. Add these to
the compound anchor chart.
During independent reading, put students in pairs and provide a piece of text
for them to read together and locate compound words. Have students jot
down any words that they used this strategy with to figure out the meaning.
Have students share at the end of independent reading time.
Days 5-10:
Introduce contractions with the contraction song. (See website information in
teacher preparation.)
Using a Big Book such as, The Bear Who Wouldn’t Share by Jonathan Allen
containing contractions or a Big Book from a previous lesson, explain to the
students they are going to learn a word analysis strategy that will help them
to analyze unknown or multisyllabic words when they encounter them in their
reading. Show them the anchor chart with the definition for contractions.
Explain that a contraction is a shortened form or shortening of a word or
phrase, e.g. "he'll" for "he will." Show the students the prepared sentences
containing the contractions being studied. Discuss the meaning of the words
in each of the sentences. Have students generate other contractions. Add
these to the contraction anchor chart.
Independent Practice:
During independent reading, put students in pairs and provide a piece of text
for them to read together and locate contractions. Have students jot down
any words that they used this strategy with to figure out the meaning. Have
students share at the end of independent reading time.
Assessing
the Lesson Formative Assessment and Summative
Assessment
Formative Assessment
Observe students during discussion of compound words and contractions.
Conference with students during independent reading time and discuss the
use of this strategy document these discussions in your conferencing
notebook.
Record the words that students wrote down during independent reading time
for further instructional needs.
Summative Assessment
Listen to individual students read. Make notes of the types of errors,
corrections, and attempts the students make to read the text. Use this
information to make decisions on what type of text is appropriate for each
student to read and form small groups to focus on their instructional needs.
If you are knowledgeable in taking running records, a running record can
be administered.
Compound Words:
Students can complete the following assessment or make your own
assessment using words from the compound word anchor chart.
Read each sentence and circle the compound word.
1. We planted a sunflower in our garden.
2. I always do my homework after school.
3. I saw the yellow butterfly on the flower.
4. My mother makes me clean my bedroom on Saturdays.
5. I was seven on my last birthday.
Contractions:
The student will re-write sentences using correct contractions.
1. We should not go today. (shouldn’t)
2. I will be happy to see them. (I’ll)
3. I know she will like her new toy. (she’ll)
Extending the Learning
For differentiation and enrichment, provide extensions through literacy
centers:
 Students can re-tell the story using props;
 Books can also be placed in a listening center so that students can
have more opportunities to hear the text read aloud;
 Re-read the book in a big book center.
 Write a different version or ending to the book in a writing center.
 Read for specific high frequency words, rhyming words, compound
words and contractions and highlight them in Big Books with
highlighter tape or wikki stix in the big book center.
 Reconstruct the events from the story in an art center.
 Put events in sequential order in a flannel board center.
Independent Reading:
Provide a variety of fiction and nonfiction at various reading levels.
Students should be reading from their independent reading bags each day to
practice applying demonstrated strategies.
Some students may read in pairs.
For differentiation and intervention, provide guided practice using small
group instruction. Based on observations and anecdotal notes, form small
groups and provide scaffolding as needed as students practice the strategies
that have been demonstrated. Some students may need 1-1 attention during
reading.