Chapter 7: Syllabic Analysis, Strucutral Analysis, And Orthogrpahic Knowledge Flashcards

1
Q

Define how phonics, sight word knowledge, structural analysis, syllabic analysis, and orthographic knowledge work together to develop swift and accurate word identification skills.

A

To swiftly and accurately identify multisyllabic words, a child’s phonics skills and knowledge of sight words will not be enough. Children need to use structural analysis, syllabic analysis, and orthographic knowledge.

Phonics and sight word are enough to decode regular single-syllable words. Structural analysis, syllabic analysis, and orthographic knowledge allow older students to decode and read multisyllabic words. Ex: precede a student can recognize the prefix pre- and the CVCe word -cede.

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2
Q

Describe how to teach children to use structural analysis and syllabic analysis to identify multisyllabic words.

A

Please be sure you can describe how to teach children the meanings of prefixes, suffixes, and root words using direct instruction with a WTP strategy.

Teaching WTP Lesson on -un

  1. Display “Roberto was unafraid when he entered the haunted house. The zookeeper uncaged the tiger when it was time to move him to another zoo. They checked very carefully, but the letter was undated.
  2. Read again the underlined target word, and identify the common element. Circle the common prefix/suffix or root word.
  3. Work with the students to arrive at the meaning of the prefix, suffix or root word. If they cannot figure it out, tell them.
  4. Provide some other words with the common element, or see if the children can provide the words.

Syllable Rules/Patterns

  1. Compound words - divide between words
  2. Single-Syllable Prefix - divide prefix and root
  3. Don’t divide consonant digraph
  4. Divide between consonants that are not digraphs
  5. In a closed syllable, the vowel is short
  6. In an open syllable, the vowel is long
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3
Q

Describe the instructional strategies used to teach children orthographic knowledge (how to spell).

A

If you are given a hypothetical about a child having difficulty with spelling, you should know how to describe a series of lessons using multi sensory techniques.

Multi sensory Techniques

  1. Visual - writing word multiple times
  2. Color - for oa words, write o in one color and a in another
  3. Auditory - say each letter as you write it - partners - one says and one writes
  4. Kinesthetic - write in the air, exaggerated strokes
  5. Tactile - sandpaper, window screens, shaving cream
  6. Mental Imagery - mental image of the word being spelled
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4
Q

Explain the importance of providing children with many opportunities to use structural analysis skills, syllabic analysis skills, and orthographic knowledge,

A

It is not enough to teach in isolation structural analysis, syllabic analysis, and spelling skills. Children must have opportunities to apply these skills, especially as they read and write informational texts.

Provide word bank of multiple syllable words they must include in their writing.

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5
Q

Differentiate instruction in structural analysis, syllabic analysis, and orthographic knowledge for struggling readers, English learners, and advanced learners.

A

You should be able to describe how to differentiate instruction in structrual analysis, syllabic analysis and spelling for struggling readers, EL, and advanced learners.

Struggling Readers

  1. Focus on Key Skills - common prefixes (pre, for, sub), Common suffixes (-ful, -less, -tion), Orthographic patterns adding suffixes (dropping a final e and double consonant (bake to baking, at to batting)
  2. Tactile and Auditory Approaches - clay, sand, say each letter as write or having someone say each letter as they write

EL

  1. Relate to primary language - spanish uses prefixes in the same way
  2. explicit - explicitly teach EL the common English roots and affixes

Advanced Learners

  1. Increase Pace
  2. Extend current knowledge - more complex, such as -dent - tooth or -grac- thankful
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6
Q

Describe the assessment devices used to assess structural analysis, syllabic analysis, and orthographic knowledge and explain how to analyze, interpret, and use the results of those assessments.

A

Know how to describe the assessment of spelling in both (a) isolation, using a transitional spelling test; and (b) in context, by analyzing student writing samples for patters of errors.

Structural Analysis

  1. Isolated - words read aloud - some nonsense = jobless, ageless, bathless, sadless
  2. In Context - passage with many words with affix studied

Syllabic Analysis
1. Isolated and Context

Orthographic Knowledge

  1. Isolated - teacher says orally and the student writes down the answer
  2. Context - samples of student work.

Analysis, Interpretation, and Use of Assessment Results

  1. Individual profiles to determine standards being met and standards being missed
  2. Group profiles - reteach a lesson, or pull small group, or move on
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7
Q

8.1 Define syllabic analysis

A

Syllabic Analysis - process of decoding a multisyllabic word by examining the word’s syllables

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8
Q

8.1 Define of structural analysis

A

Structural Analysis - morphemic analysis - process of decoding a multisyllabic word with an affix added to a base word.

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9
Q

8.1 Define morpheme, affix and prefix

A

Morpheme - most elemental unit of meaning in a language
Affix - either a prefix or a suffix
Prefix - before root word

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10
Q

8.2 Instruction of structural analysis and syllabic analysis

A

Structural Analysis: Whole-to-Part lesson

  1. Display sentences with a word that contains the target affix or root word.
  2. Read and underline target words and identify Kim on element. Circle.
  3. Work together to find meaning, If they can’t figure it out, tell them what it means.
  4. Provide some other words or see if they can provide the words.

Syllabic Analysis: teach common syllable patters

  1. Compound words
  2. Single-syllable prefix
  3. Don’t divide consonant digraph
  4. Divide between two consonants that are not digraphs
  5. Closed syllable short
  6. Open Syllable is long vowel
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11
Q

8.3 Assessment of structural analysis

A

Isolation - read aloud nonsense words
Ex: ageless, careless, spotless, bathless, sadness

Context- oral reading of a specially written paragraph with many words with prefixes and suffices

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12
Q

8.4 Differentiation for SR and EL of structural analysis

A

SR: key skills - how to spell and pronounce common prefixes, suffixes, and root words
EL: key skills - same as above

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13
Q

9.2 Instruction for orthographic knowledge

A

Multi sensory techniques:
Visual - use of color, o in red and a in blue
Auditory - say and spell at the same time
Kinesthetic - large, exaggerated strokes
Tactile - shaving cream
Mental Imagery - close eyes and pictures someone writing the word

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14
Q

9.3 Assessment for orthographic knowledge

A

Isolation - traditional spelling test

Context - analysis of writing samples

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15
Q

9.4 Differentiation for orthographic knowledge for SR and EL

A

Struggling Readers: increase us of tactile and auditory study activities

EL: Teach common English roots and affixes

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