Packet of Instructional Routines Phonics

EMPOWERING TEACHERS
Phonics Instructional Routine: Letter-Sound Correspondence

Preparation/Materials: Letter sound card for m
Italicized type is what the teacher does Bold type is what the teacher says Regular type is what the student(s) say Sounds are noted using / /
Bullet () and bolded type are what the teacher and student(s) say in unison Letters and words that are in print are in quotation marks
TEACHER EXPLAINS TASK

We are going to learn letter a new letter sound.
TEACHER MODELS TASK

Listen. Hold up the m card. Point to the letter as you speak. The name of this letter is m. The sound of this letter is /m/. What sound? [signal. Tap under the letter]. /mmm/
TEACHER & STUDENTS PRACTICE TASK TOGETHER

What is the sound of m? Sound? [signal. tap under the letter]. /m/ Yes. /m/.
STUDENTS PRACTICE TASK

Your turn. What sound? [signal. tap under the letter]. Yes, /m/ Lets practice the new sound with our review sounds. When I tap under the letter and say Sound? You say the sound.
[Print words on board or provide a card for practice. Intersperse new sound (m ) with prior taught sounds (e.g., s, b, c, t, m, l, s, c, t, m). Provide signaling and immediate feedback if you are using unison responding (Yes, / /)
INDEPENDENT PRACTICE
When students consistently produce the correct sound for letter m, provide individual turns to students. Call on students in an unpredictable order, calling more frequently on students who made errors. You can also print a practice page with the new target sound and taught sounds. Ask students to whisper read or partner read the sounds. Monitor specific individuals or pairs. To prevent echo reading when students whisper read, you also can print the letters in random order for different students.
SCAFFOLDING SUGGESTION FOR ERRORS

Verify that students are saying the correct sound for the letter m. If an error is made, repeat the steps by explaining, modeling, and providing another practice opportunity. Error Correction. Model. My turn. What sound? /mmmm/ Say it with me. Sound? /mmmm/. Yes, /mmmm/. Your turn. Sound? [signal] Yes, /mmmmm/ [missed sound] [missed sound] [missed sound]
Adaptations using this instructional routine:

Teach additional letter-sound correspondences.
For further independent student practice, refer to the FCRR Kindergarten and First Grade Student Center Activities at http://www.fcrr.org/curriculum/pdf/GK-1/P_Final_Part2.pdf
P.027 P.028 P.029
EMPOWERING TEACHERS
Phonics Instructional Routine: Read and Write Irregularly Spelled Words
Preparation/Materials: Irregularly spelled words (e.g., said, come, does) written on word cards, Fading Letter Cues worksheet, and a pencil for each student.
- - - -
Italicized type is what the teacher does - Bold type is what the teacher says Regular type is what the student(s) say - Letters and words in print are in quotation marks
Bullet () and bolded type are what the teacher and student(s) say in unison Teacher or student slides finger under the underlined letter or word
NOTE: Some letters in irregular words may follow letter-sound correspondence (e.g., the s and d in the word said) and therefore may be partially decodable. However, portions of these words do not follow regular spelling patterns and are therefore classified as irregular.

We are going to read and write irregularly spelled words.
TEACHER MODELS TASK

Display the word card said. Listen and watch. Point to the word as you read it aloud. This is the word said. Said is an irregular word because some of the letters do not make their usual sounds. We cant sound out the vowels in this word. We need to memorize how it is spelled and read. Move your finger under each letter as you spell the word. Then read the word. s a i d said Now I will trace and say each letter name on the word card said. s a i d Now I will read the word. said I read and spelled the word said.

Distribute said word cards to each student. Listen and watch. Point to the word as you read it aloud. This is the word said. Said is an irregular word because some of the letters do not make their usual sounds. We cant sound out the vowels in this word. We need to memorize how it is spelled and read. Lets read the word said. said Lets spell and read the word. s a i d said Now, lets trace and say each letter on the word card. s a i d Now, lets read the word again. said Distribute Fading Letter Cues worksheet and a pencil to each student and teacher. Lets see if we can remember the letters in the word, said. Lets read the word on the first line. said Look at the second line. Lets write the missing letter in said. Lets spell and read the word. s a i d said Look at the third line. Lets write the missing letters in said. Lets spell and read the word. s a i d said Look at the fourth line. Lets write the missing letters in said. 2007 Florida Center for Reading Research
a ai aid www.fcrr.org
EMPOWERING TEACHERS
TEACHER & STUDENTS PRACTICE TASK TOGETHER (continued)
Lets spell and read the word. s a i d said Look at the fifth line. Lets write the missing letters in said. Lets spell and read the word. s a i d said Look at the last solid line. Lets write said. Lets spell and read the word. s a i d said Yes. We read and spelled the word said. said said

Listen and watch. Point to the word as you read it aloud. This is the word said. Said is an irregular word. You cant sound out the vowels in this word. You need to memorize how it is spelled and read. Your turn. Read the word. said Spell and read the word. s a i d said Now, trace and say each letter on the word card. s a i d Now, read the word again. said Distribute Fading Letter Cues worksheet and a pencil to each student. Read the word on the first line said Look at the second line. Write the missing letter in said. Spell and read the word. s a i d said Look at the third line. Write the missing letters in said. Spell and read the word. s a i d said Look at the fourth line. Write the missing letters in said. Spell and read the word. s a i d said Look at the fifth line. Write the missing letters in said. Spell and read the word. s a i d said Look at the last solid line. Write said. Spell and read the word. s a i d said Yes, you read and wrote the word said.
a ai aid said said
Repeat entire instructional routine with additional irregularly spelled words (e.g., come, does).
When students consistently read and write the word, provide individual turns using other words. Call on students in an unpredictable order, calling more frequently on students who made errors.

Verify that students are saying the correct pronunciation of the word and are writing the correct letters. If an error is made, repeat the steps by explaining, modeling, and providing another practice opportunity.
For further independent student practice, refer to the following FCRR Second and Third Grade Student Center Activities at http://www.fcrr.org/Curriculum/PDF/G2-3/2-3Phonics_2.pdf
2007 Florida Center for Reading Research www.fcrr.org
EMPOWERING TEACHERS
said come does friend could again
Second Grade Phonics: Irregular Words

Name
Name
Name
Name
1.
said
1. 1. 1. 2.
said s id
2. 2.
said s id d
3.
said s id s d
2007 Florida Center for Reading Research
2.
s id
3.
3.
s
3. 4.
d s
4. 5.
s s
4.
s
5.
4.
s
5.
5.
EMPOWERING TEACHERS
Second Grade Phonics: Fading Letter Cues
www.fcrr.org
6.
6.
6.
6.
EMPOWERING TEACHERS
Phonics Instructional Routine: Blending Sounds in Short Words
Preparation/Materials: Word cards with previously learned letter-sounds (e.g., sit, mat, fit)
Italicized type is what the teacher does Bold type is what the teacher says Regular type is what the student(s) say Teacher or student slides finger under the underlined letter or word
Bullet () and bolded type are what the teacher and student(s) say in unison Letters and words that are in print are in quotation marks Sounds are noted using / /

We are going to blend sounds in words.
TEACHER MODELS TASK

Listen and watch. Display the word card for sit. I will say each sound slowly. [Loop and touch under each sound] /sss/ /iii/ /t/ Now I will blend the sounds and say it fast. Word? sit

Do it with me. For each student have the word card,sit. Say the sounds slowly. Sound it out. [If the word is on the board, use a looping signal. If the child has a word card, tap to signal.] /sss/ /iii/ /t/ Now blend the sounds. Word? sit Yes. When you blend the sounds in /sss/ /iii/ /t/, you are reading the word sit.

Your turn. By yourself. Sound it out. [Signal] /sss/ /iii/ /t/. Word? sit Yes. sit. Preprint other words for practice (use known consonant sounds):
sip, tip, miss, fit, lit, dim
When students consistently blend words with known letter sounds, provide individual turns using other words. Call on students in an unpredictable order, calling more frequently on students who made errors.

Verify that students are saying the correct sounds for each letter in the word. If an error is made, repeat the steps by explaining, modeling, and providing another practice opportunity. If difficulties persist, present a word with two sounds or review the Phonemic Awareness Instructional Routine: Blending.

Provide letters (e.g., letter tiles, magnetic letters) for students to physically touch, move together, to blend the letter-sounds to read new words. Cover the onset and help the student blend the rime (e.g., cover the s and show the it) then blend the onset and rime.
www.fcrr.org
EMPOWERING TEACHERS
Phonics Instructional Routine: Decode and Write Words with Blends
Preparation/Materials: Words ending in blends (e.g., must, fast, soft, jump) written on word cards, paper and pencil for each student.
- - - -
Italicized type is what the teacher does - Bold type is what the teacher says Regular type is what the student(s) say - Teacher or student slides finger under the underlined letter or word -

We are going to read and write words that end with a blend.
TEACHER MODELS TASK

Display the word card for must. Listen and watch. I will say each sound slowly. /mmm/ /uuu/ /sss/ /t/ I will I blend the sounds. must Turn over the word card for must. I will say must slowly and hold up 1 finger for each sound. /mmm/ /uuu/ /sss/ /t/ Now I will write each letter as I say its sound slowly. /mmm/ /uuu/ /sss/ /t/ must I read and wrote must.

Display the word card for must. Lets say each sound. /mmm/ /uuu/ /sss/ /t/ Blend the sounds and read the word. must Turn over the word card for must. Now say must slowly and hold up one finger for each sound. /mmm/ /uuu/ /sss/ /t/ On your paper write each letter as we say its sound slowly. /mmm/ /uuu/ /sss/ /t/ Read the word. must Yes. We read and wrote must.

Students read and write from their paper. Your turn. Put your finger on the m. Say each sound slowly. /mmm/ /uuu/ /sss/ /t/ Now blend the sounds. must Turn your paper over. Say must slowly and hold up one finger for each sound. /mmm/ /uuu/ /sss/ /t/ Now write each letter as you say its sound slowly. /mmm/ /uuu/ /sss/ /t/ Read the word. must Yes. You read and wrote must.
www.fcrr.org
EMPOWERING TEACHERS
When students consistently decode and write the word, provide individual turns using other words. Call on students in an unpredictable order, calling more frequently on students who made errors.

Verify that students are saying the correct sound for each letter and are writing the correct letter for each letter-sound. If an error is made, repeat the steps by explaining, modeling, and providing another practice opportunity. If difficulties persist, use your fingers to show the position of each letter-sound when writing the word (e.g., simultaneously hold up one finger while saying the first letter-sound).

Use letter sound cards as a visual aid to spell and/or transfer the word to paper. Use words with a blend at the beginning of the word (e.g., slim, stop). Use words with a blend at both the beginning and end of the word (e.g., clump, frost).
P.050
www.fcrr.org
EMPOWERING TEACHERS
Phonics Instructional Routine: Writing Simple Words
Preparation/Materials: Whiteboard or chart paper, paper and pencil for each student, simple words made up of previously learned letter-sounds
- - - -
Italicized type is what the teacher does - Bold type is what the teacher says Regular type is what the student(s) say - Sounds are noted using / /
Bullet () and bolded type are what the teacher and student(s) say in unison Letters and words that are in print are in quotation marks

We are going to say and write words.
TEACHER MODELS TASK

Listen and watch. I will say and write the word mat . I will hold up one finger for each sound in mat . /mmm/ /aaa/ /t/ The first sound is /mmm/. The second sound is /aaa/. The third sound is /t/. Im going to write mat as I say each sound. Write each letter as you say its sound. /m/ /a/ /t/ mat

Lets do this together. Say the word mat . mat Hold up one finger for each sound in mat . /mmm/ /aaa/ /t/ What is the first sound? /mmm/ What is the second sound? /aaa/ What is the third sound? /t/ Now write mat as we say each sound. /m/ /a/ /t/ mat Yes, /m/ /a/ /t/ is mat.

Your turn. Say the word mat. mat Hold up one finger for each sound in mat . /mmm/ /aaa/ /t/ What is the first sound? /mmm/ What is the second sound? /aaa/ What is the third sound? /t/ Now write mat as we say each sound. /m/ /a/ /t/ mat Yes, /m/ /a/ /t/ is mat.
When students consistently write words with known letter sounds, provide individual turns using other words. Call on students in an unpredictable order, calling more frequently on students who made errors.
www.fcrr.org
EMPOWERING TEACHERS
Verify that students are saying and writing the correct sounds and letters in the word mat. If an error is made, repeat the steps by explaining, modeling, and providing another practice opportunity. If difficulties persist, present a word with two sounds.
P.066 P.074 P.077
www.fcrr.org
EMPOWERING TEACHERS
Phonics Instructional Routine: Read and Write Words with Consonant Digraphs
Preparation/Materials: Consonant Digraph Word Cards and Consonant Digraph Chart (provided), paper, and pencil for student(s).
Italicized type is what the teacher does Bold type is what the teacher says Regular type is what the student(s) say Teacher or student slides finder under underlined letter(s) or word(s)
- Bullet () and bolded type are what the teacher and student(s) say in unison - ALL CAPS notes an emphasis in speech - Letters and words in print are in quotation marks - Sounds are noted using / /

We are going to read words with consonant digraphs.
TEACHER MODELS TASK

Display Consonant Digraph Chart. Look at this chart. Each consonant digraph has two consonants. The second consonant is an h. This is important. One consonant followed by the letter h makes a new sound. Listen and watch. The letters s h say /sh/. The letters c h say /ch/. The letters t h say /th/. The letters w h say /wh/. Display the word card shut. Together, the letters s h say /sh/. I will sound out and read the word. /sh-u-t/, shut The word shut begins with the digraph /sh/. Now I will place the word shut under the digraph /sh/. Place shut on the chart. Repeat the above sequence with words thin, when, and chop. I read words that start with consonant digraphs.

Display Consonant Digraph Chart. Look at this chart. Each consonant digraph has two consonants. The second consonant is an h. This is important. One consonant followed by the letter h makes a new sound. The letters s h say /sh/. The letters c h say /ch/. The letters t h say /th/. The letters w h say /wh/. Display the word card chat. Together, the letters c h say /ch/. What sound does c h make? /ch/ Lets sound out and read the word. /ch-a-t/, chat The word chat starts with the digraph /ch/. What sound does chat begin with? /ch/ We will place chat under which digraph? /ch/ Now lets do another one. Repeat the above sequence with words whip, thick, and shed. Yes. We read words that start with consonant digraphs. 2007 Florida Center for Reading Research www.fcrr.org
EMPOWERING TEACHERS
Distribute Consonant Digraph Chart and word card thud to student(s). Look at this chart. Each consonant digraph has two consonants. The second consonant is an h. This is important. One consonant followed by the letter h makes a new sound. Remember: The letters s h say /sh/. The letters c h say /ch/. The letters t h say /th/. The letters w h say /wh/. What sound does t h make? /th/ Sound out and read the word. /th-u-d/, thud What digraph does thud start with? /th/ Thud goes under which digraph? /th/ Place the word on the chart. Confirm that students have placed the word under the correct digraph. Now try another one. Repeat the above sequence with words chip, shop, and whale. Yes. You read words with consonant digraphs. Distribute paper and a pencil to student(s). Consonant Digraph Chart and cards remain in front of student(s). Now you will write the words. Listen: shut Say shut shut Write shut Students write shut. Now read the word. shut Repeat dictation with words chat, when, and thud. Yes. You read and wrote words with consonant digraphs.
When students consistently read and write the words correctly, provide individual turns using other words. Call on students in an unpredictable order, calling more frequently on students who made errors.

Verify that students are saying the correct sounds and are writing the correct letters for each sound. If an error is made, repeat the steps by explaining, modeling, and providing another practice opportunity. If difficulties persist when reading, reduce the number of digraph combinations and/or reduce the number of word cards used. If difficulties persist when writing, dictate the words to student(s) sound-by-sound, emphasizing the digraph.

Practice words with middle and/or final digraphs (e.g., toothpaste, washtub, wish). Use words with other digraphs such as /ph/ (e.g. phase) and the voiced /th/ (e.g., they). Have student(s) write words without the support of word cards during Students Practice Task.
P.003 P.005 P.006 P.007
www.fcrr.org
EMPOWERING TEACHERS
sh
ch
th
wh
Second Grade Phonics: Consonant Digraph Chart

EMPOWERING TEACHERS
shut chop when shed
thin chat
thick whip shop chip

thud whale
Second Grade Phonics: Consonant Digraph Word Cards
www.fcrr.org
EMPOWERING TEACHERS
Phonics Instructional Routine: Decode and Write Words with the Silent e
Preparation/Materials: Words (e.g., mad/made, hid/hide, kit/kite), whiteboard, erasable markers, paper and pencil for each student.
- - - -

We are going to read and write words with the silent e.
TEACHER MODELS TASK

Write the word mad on the whiteboard. Listen and watch. mad Point to the letter a in the word mad The sound of the letter a in mad is //. Write the letter e after mad to make the word made. Point to the letter e. When I write the letter e at the end of the word mad, it makes the letter a say its name, //. Draw a line over the letter a . The e is silent and powerful, it changes the sound of the vowel from // to //. Listen as l read the word. made

Erase made and write mad on the whiteboard. Listen. Lets read it. mad Point to the letter a in the word mad. What is the sound of the letter a in mad? // Write the letter e after mad to make the word made. Point to the letter e . Draw a line over the letter a. When I write the letter e at the end of the word mad, what is the sound of the letter a? // Yes, when I write the letter e at the end of the word mad, it makes the letter a say its name, //. Lets read the word. made Now lets say the sounds in made. /m/ // /d/ On your paper, write each letter as we say its sound. Remember, the letter e at the end of made is silent and makes the a say //. Lets read the word. made Yes. We read and wrote the word made .

Erase made and write mad on the whiteboard. Your turn. Read it. mad Point to the letter a in the word mad. What is the sound of the letter a in mad? // 2007 Florida Center for Reading Research www.fcrr.org
EMPOWERING TEACHERS
STUDENTS PRACTICE TASK (continued)
Write the letter e after mad to make the word made . Point to the letter e. Draw a line over the letter a. When I write the letter e at the end of the word mad , what is the sound of the letter a? // Yes, when I write the letter e at the end of the word mad, it makes the letter a say its name, //. Read the word. made Now say the sounds in made. /m/ // /d/ On your paper, write each letter as you say its sound. Remember, the letter e at the end of made is silent and makes the a say //. Read the word. made Yes. You read and wrote made.
When students consistently decode and write the word with the silent e , provide individual turns using other words. Call on students in an unpredictable order, calling more frequently on students who made errors.

Verify that students are saying the correct sound for each letter, writing the correct letter for each letter-sound, and spelling the word correctly. If an error is made, repeat the steps by explaining, modeling, and providing another practice opportunity. If difficulties persist, draw an arrow from the silent e to the vowel for emphasis. The letter e can also be crossed out to illustrate that it is silent. If difficulties persist in writing, say each sound then write the letter. Additionally, after you write mad ask,What letter do I write to make the letter a say its name? I write an e at the end of the word.

Sound out each letter sound in the CVC word (e.g., mad, hid, kit) before explaining the silent e. Ask students to write CVC words (e.g., kit) and then write the word by adding a silent e (kite). Have students read the words.
P.048
www.fcrr.org
EMPOWERING TEACHERS
Phonics Instructional Routine: Decode and Write Words with More Than One Syllable
Preparation/Materials: Multi-syllabic words (e.g., sunset, picnic, sister, tractor), whiteboard, erasable markers, paper and pencil for each student.
- - - -

We are going to read and write words with more than one part or syllable.
TEACHER MODELS TASK

Write sunset on the whiteboard. Listen and watch. I will say each sound slowly in the first part. /sss/ /uuu/ /nnn/ Now I will say the first part. sun I will say each sound slowly in the second part. /sss/ /eee/ /t/ Now I will say the second part. set I will say both parts together. sun set sunset I will stretch the sounds as I write the letters in the first part, sun and the second part, set. Write each letter on your paper as you say the sounds in sun and set. sun set When I read sun set together, I am reading sunset .

Lets say each sound slowly in the first part. /sss/ /uuu/ /nnn/ Say the first part. sun Now lets say each sound slowly in the second part. /sss/ /eee/ /t/ Say the second part. set Say both parts together. sun set sunset Turn over the word card for sunset. Now say sun slowly and hold up one finger for each sound. /sss/ /uuu/ /nnn/ On your paper write each letter as we say its sound slowly. /sss/ /uuu/ /nnn/ Now say set slowly and hold up one finger for each sound. /sss/ /eee/ /t/ Write each letter as we say its sound slowly. /sss/ /eee/ /t/ Lets read the two parts. sun set Read the word. sunset Yes. We read and wrote sunset.
www.fcrr.org
EMPOWERING TEACHERS
Your turn. Say each sound slowly in the first part. /sss/ /uuu/ /nnn/ Say the first part. sun Now say each sound slowly in the second part. /sss/ /eee/ /t/ Say the second part. set Say both parts together. sun set sunset Turn over the word card for sunset. Now say sun slowly and hold up one finger for each sound. /sss/ /uuu/ /nnn/ On your paper write each letter as you say its sound slowly. /sss/ /uuu/ /nnn/ Now say set slowly and hold up one finger for each sound. /sss/ /eee/ /t/ Write each letter as you say its sound slowly. /sss/ /eee/ /t/ Read the two parts. sun set Read the word. sunset Yes. You read and wrote sunset.
When students consistently decode and write multi-syllabic words, provide individual turns using other words. Call on students in an unpredictable order, calling more frequently on students who made errors.

Verify that students are isolating the two parts of the word, saying the correct sound for each letter, and writing the correct letter for each letter-sound. If an error is made, repeat the steps by explaining, modeling, and providing another practice opportunity. If difficulties persist, give students more time to think before asking them to read the two parts together.

Use letter cards as a visual aid to decode and write compound words (e.g., pigpen, bobcat, cobweb). Use words with a closed syllable ( VC or CVC) in the first part and a CVC or CCVC silent-e in the second part (e.g., dislike, confuse, complete, inhale, escape, entire, excuse).
P.053 P.054
www.fcrr.org
EMPOWERING TEACHERS
Phonics Instructional Routine: Two-Syllable Words
Preparation/Materials: Two-syllable word cards (e.g., napkin, basket, picnic), a highlighter, a pencil, and paper for each student.
- - - -
Italicized type is what the teacher does - Bold type is what the teacher says Regular type is what the student(s) - say and/or do Letters and words in print are in quotation marks -
Teacher or student slides finger under the underlined letter(s) or word(s) Bullet () and bolded type are what the teacher and student(s) say in unison Sounds are noted using / /
NOTE: This routine is appropriate for students who understand the closed-syllable type.

We are going to learn a rule to help us divide two-syllable words.
TEACHER MODELS TASK

Display the word card napkin but do not say the word. Listen and watch. I will mark the vowels and consonants in this word. First, I will underline all the vowels. napkin Then, I will highlight the consonants between the vowels. napkin Now, listen to this rule: When there are two consonants between two vowels, we usually divide the word between the two consonants. I will draw a line between the two consonants. nap | kin I will read the first syllable. nap I will read the second syllable. kin Now, I will read the word. napkin Repeat the above sequence for the words basket and picnic. I read and divided words with two syllables.

Distribute a highlighter, a pencil, and the word card basket to each student. Lets mark the vowels and consonants in this word. First, lets underline all the vowels. basket Next, lets highlight the consonants between the vowels. basket Now, listen to the rule: When there are two consonants between two vowels, we usually divide the word between the two consonants. Between which two consonants will we draw a line? s and k Lets draw a line between the two consonants. bas | ket Lets read the first syllable. bas
www.fcrr.org
EMPOWERING TEACHERS
Lets read the second syllable. ket Now, lets read the word. basket Repeat the above sequence for the words napkin and picnic. Yes. We read and divided words with two syllables.

Distribute a new word card picnic to student(s). Your turn. First, underline all the vowels in the word. picnic Next, highlight the consonants between the vowels. picnic Now, remember the rule: When there are two consonants between two vowels, we usually divide the word between the two consonants. You will draw a line between which two consonants? c and n Draw a line between those two letters. pic | nic Now, read the first syllable. pic Now, read the second syllable. nic Now, read the word. picnic Repeat the above sequence for the words basket and napkin. Yes. You read and divided words with two syllables. Collect highlighters and distribute paper to student(s). Word cards remain in front of student(s). Now you will write the words. Listen: napkin. Say napkin. napkin Clap and say each syllable in the word napkin. nap-kin Write napkin. Students write napkin. Now read the word. napkin Repeat dictation with words basket and picnic. Yes. You read and wrote words with two syllables.
When students consistently read and write the words correctly, provide individual turns using other words (word cards with closed syllables are provided below). Call on students in an unpredictable order, calling more frequently on students who made errors.

Verify that students are saying the correct sounds for each syllable and are writing the correct letters for each sound. If an error is made, repeat the steps by explaining, modeling, and providing another practice opportunity. If difficulties persist when reading, have students decode each syllable sound-by-sound and/or reduce the number of words used. If difficulties persist when writing, dictate each syllable separately to students. 2007 Florida Center for Reading Research www.fcrr.org
EMPOWERING TEACHERS
Use compound words (e.g., pancake, sunset, hotdog).
P.031 P.032 P.033
www.fcrr.org
EMPOWERING TEACHERS
napkin basket picnic problem trumpet happen content subject magnet

index
Second Grade Phonics: Two Syllable Word Cards
www.fcrr.org
EMPOWERING TEACHERS
Second Grade Phonics: Blank Word Cards

EMPOWERING TEACHERS
Phonics Instructional Routine: Words with More Than One Syllable (CV/C) Rule A
Preparation/Materials: Laminated Syllable Word Cards (spoken, moment, silent) and pencils.
- Bullet () and bolded type are what the teacher and student(s) say in unison - Letters and words in print are in quotation marks - Sounds are noted using / /
NOTE: This routine is appropriate for students who understand open and closed syllable types.

We are going to read words with more than one syllable.
TEACHER MODELS TASK

When there is a word with more than one syllable, I can follow this rule to help me read the word. Listen to this rule: If a word has one consonant between two vowels, one way I can divide the word is to draw a line before that consonant. Display the word card spoken, but do not say the word. Point to the letters as you say them. In this word, the letter k is a consonant between the two vowels o and e. First, I will underline the vowels. spoken Next, I will divide the word by drawing a line before the consonant k. spo|ken Now I will look at the first syllable. Point to spo. This syllable ends in a vowel. It is an open syllable. An open syllable means the vowel has a long sound. spo Now, I will look at the next syllable. Point to ken. This syllable ends in a consonant. It is a closed syllable. A closed syllable means the vowel has a short sound. ken I will read each syllable and then read the word. /spo/ - /ken/ spoken Repeat the above sequence for the words moment and silent. I divided and read words with more than one syllable.
TEACHER & STUDENT PRACTICE TASK TOGETHER

Lets remember the rule about reading a word with more than one syllable. If a word has one consonant between two vowels, one way we can divide the word is to draw a line before that consonant. Where do we draw a line? before the consonant between the two vowels Distribute the word card moment to each student, but do not say the word. First, lets underline the vowels. moment Do we see a consonant between two vowels? yes In this word, the letter m is the consonant between the two vowels o and e. What is the consonant? m Next, lets divide the word by drawing a line before the consonant m. mo|ment 2007 Florida Center for Reading Research www.fcrr.org
EMPOWERING TEACHERS
Now, lets point to the first syllable. Point to mo. This syllable ends in a vowel. It is an open syllable. An open syllable means the vowel has a long sound. The vowel has what kind of sound? a long sound Lets read the first syllable. mo Now, lets look at the next syllable. Point to ment. This syllable ends in a consonant. It is a closed syllable. A closed syllable means the vowel has a short sound. The vowel has what kind of sound? a short sound Lets read the second syllable. ment Now, lets read each syllable and then read the word. /mo/ - /ment/ moment Repeat the above sequence for the words silent and spoken. We divided and read words with more than one syllable.

Distribute the word card silent to each student, but do not say the word. Remember the rule about reading a word with more than one syllable. If a word has one consonant between two vowels, one way you can divide the word is to draw a line before that consonant. Where do you draw a line? before the consonant between the two vowels First, underline the vowels. silent Do you see a consonant between two vowels? yes Name the consonant between the two vowels. l Next, divide the word by drawing a line before the consonant. si|lent Point to the first syllable. This syllable ends in a vowel. It is an open syllable. The vowel has what kind of sound? a long sound Read the first syllable. si Point to the next syllable. This syllable ends in a consonant. It is a closed syllable. The vowel has what kind of sound? a short sound Read the second syllable. lent Now, read each syllable and then read the word. /si/ - /lent/ silent Repeat the above sequence for the words moment and spoken. You divided and read words with more than one syllable.
When students consistently read and write the words correctly, provide individual turns using other words (additional word cards are provided below). Call on students in an unpredictable order, calling more frequently on students who made errors.
www.fcrr.org
EMPOWERING TEACHERS
Verify that students are saying the correct sounds and are writing the correct letters for each sound. If an error is made, repeat the steps by explaining, modeling, and providing another practice opportunity. If difficulties persist, have students decode each syllable sound-by-sound and/or reduce the number of words used. Use highlighters to visually isolate the consonant.
Adaptations using this Instructional Routine:
When students have mastered this skill, introduce Third Grade Phonics Instructional Routine: Words with More Than One Syllable (VC/V) Rule B (see following routine). Use matching syllable words cards to have students build the words .
For further independent student practice, refer to the following examples from the FCRR Second and Third Grade Student Center Activities at http://www.fcrr.org/Curriculum/PDF/G2-3/2-3Phonics_4.pdf
P.029 P.033
www.fcrr.org
EMPOWERING TEACHERS
spoken moment silent
pilot music locate
taken
www.fcrr.org
fiber protest
EMPOWERING TEACHERS
mo ment
spo
si
www.fcrr.org
lent
ken
EMPOWERING TEACHERS
Phonics Instructional Routine: Words with More Than One Syllable (VC/C) Rule B
Preparation/Materials: Laminated Syllable Word Cards (punish, limit, seven) and dry erase markers.
- Bullet () and bolded type are what the teacher and student(s) say in unison - Letters and words in print are in quotation marks - Sounds are noted using / /
NOTE: This routine is appropriate for students who understand Words with More Than One Syllable (CV/C) Rule A.

We are going to read words with more than one syllable.
TEACHER MODELS TASK

When there is a word with more than one syllable, I can follow this rule to help me read the word. Listen to this rule: If a word has one consonant between two vowels, there are two ways I can divide the syllables in the word. The first way is to draw a line before the consonant and read the word. If that doesnt sound right, the second way is to move the line after the consonant and read the word. Display the word card punish, but do not say the word. First, I will underline the vowels. punish Next, I will divide the word by drawing a line before the consonant. pu/nish Now, I will read each syllable and then read the word. Make sure to exaggerate the long vowel sound for u and mispronounce the word. /pu/ - /nish/ punish This almost sounds like a word I know but it does not sound right. So, I will move the line after the consonant. pun/ish I will look at the first syllable. Point to pun. This syllable ends in a consonant. It is a closed syllable. A closed syllable means the vowel has a short sound. pun Now, I will look at the next syllable. Point to ish. This syllable ends in a consonant. It is a closed syllable. A closed syllable means the vowel has a short sound. ish I will read each syllable and then read the word. /pun/ - /ish/ punish Repeat the above sequence for the words limit and seven. I divided and read words with more than one syllable.

Lets remember the rule about reading a word with more than one syllable. If a word has one consonant between two vowels, there are two ways we can divide the syllables in the word. The first way is to draw a line before the consonant and read the word. If that doesnt sound right, the second way is to move the line after the consonant and read the word. If the word sounds like a word we know, but doesnt sound right, where do we divide the word? after the consonant Distribute the word card limit to each student, but do not say the word. First, lets underline the vowels. limit 2007 Florida Center for Reading Research www.fcrr.org
EMPOWERING TEACHERS
Next, lets divide the word by drawing a line before the consonant. li/mit Now, lets read each syllable and then read the word. /li/ - /mit/ limit Does this almost sound like a word we know? yes Does this sound right? no Okay, so lets move the line after the consonant. lim/it Lets look at the first syllable. Point to lim . This syllable ends in a consonant. It is a closed syllable. A closed syllable means the vowel has a short sound. The vowel has what kind of sound? a short sound Lets read the first syllable. lim Lets look at the next syllable. Point to it . This syllable ends in a consonant. It is also a closed syllable. The vowel has what kind of sound? a short sound Lets read the second syllable. it Now, lets read each syllable and then read the word. /lim/ - /it/ limit Repeat the above sequence for the words seven and punish . We divided and read words with more than one syllable.

Remember the rule about reading a word with more than one syllable. If a word has one consonant between two vowels, one way you can divide the word is to draw a line before the consonant. But if the word almost sounds like a word you know, but does not sound right, you can divide the word after the consonant. If the word almost sounds like a word you know, but does not sound right, where do you draw a line? after the consonant Distribute the word card seven to each student, but do not say the word. First, underline the vowels. seven Next, divide the word by drawing a line before the consonant. se/ven Now, read each syllable and then read the word. /se/ - /ven/ seven Does this sound like a word you know? yes Does this sound right? no Move the line after the consonant. sev/en Point to the first syllable. This syllable ends in a consonant. It is a closed syllable. The vowel has what kind of sound? a short sound Read the first syllable. sev 2007 Florida Center for Reading Research www.fcrr.org
EMPOWERING TEACHERS
pun vis lim

ish it it
www.fcrr.org
Third Grade Phonics Adaptation: Syllable Matching Cards (VC/V) Rule B
EMPOWERING TEACHERS
Point to the next syllable. This syllable ends in a consonant. It is a closed syllable. The vowel has what kind of sound? a short sound Now, read each syllable and then read the word. /sev/ - /en/ seven Repeat the above sequence for the words punish and limit . You divided and read words with more than one syllable.
When students consistently divide and read the words correctly, provide individual turns using other words (word cards provided below). Call on students in an unpredictable order, calling more frequently on students who made errors.

Verify that students are correctly saying the syllables and reading the words. If an error is made, repeat the steps by explaining, modeling, and providing another practice opportunity. If difficulties persist, have students decode each syllable sound-by-sound and/or reduce the number of words used.

Use matching syllable word cards provided to have students build the words .
For further independent student practice, refer to the following examples from the FCRR Second and Third Grade Student Center Activities at http://www.fcrr.org/Curriculum/PDF/G2-3/2-3Phonics_4.pdf
P.029 P.033
www.fcrr.org
EMPOWERING TEACHERS
seven punish limit
robin static
latin
profit finish
visit
www.fcrr.org
Third Grade Phonics: Syllable Word Cards (VC/V) Rule B
EMPOWERING TEACHERS
pun vis lim

ish it it
www.fcrr.org
Third Grade Phonics Adaptation: Syllable Matching Cards (VC/V) Rule B
EMPOWERING TEACHERS
Phonics Instructional Routine: Identify Base Words and Suffixes to Read Multisyllabic Words #1
Preparation/Materials: Whiteboard and marker or word cards for these words: refundable, valuable, reliable, predictable, imaginable, enviable, drinkable, advisable, and variable. If cards are used, a card is needed for each whole word, base word and suffix.
- Italicized sentences are what the teacher does - Bold type is what the teacher says - Regular type is what the student(s) say
- Bullet () and bolded type are what the teacher and student(s) say in unison - Teacher or student slides finder under underlined letter(s) or word(s)
NOTE: This routine includes base words and suffixes. To introduce prefixes, refer to the Second grade Vocabulary Routine: Base Words and Prefixes. Some words with the suffix, -able, are spelled with and without the final e on the base word (e.g., likeable, likable, loveable, lovable, liveable, livable). Check this website for the most common spelling of words ending in -able: http://www.morewords.com/ends-with/able/

We are going to read longer words that have suffixes.
TEACHER MODELS TASK

We often encounter long, unfamiliar words during reading. One way that we can read a bigger word is to break that word into parts by identifying the base word, prefix, and suffix. A base word is a word that can have a prefix or a suffix added to it. When a prefix or suffix is added to a base word, the words meaning changes and a new word is formed. We are going to learn about words with the suffix, -able. Explain to students that the suffix, -able, begins with the letter a, but when it is used at the end of a word it has the Schwa sound so it is pronounced as /uble/. For instance, here is the word fixable. Follow these directions for all words. Show the word. Either write the word on the board or have it written on a card. Then, for the next part, write the base word and suffix below the bigger word or use premade cards to show the word parts. Point to these words or word parts during the explanations. Say fixable with me. fixable I am going to break it into its parts. We know the suffix is able; so we are left with fix. Underline each word part as you discuss it. The word fix + able = fixable. Spell it with me. f-i-x-a-b-l-e The base word, fix, means to repair or put right. I can fix this bicycle so it works again. The suffix, -able, means is capable of or can be. Fixable describes something that can be repaired or put right. Fixable - The brakes on this bicycle were made to be fixable. Lets start a suffix map that shows our new words. Draw a semantic map with a circle in the middle for able and lines radiating out from there. Write the words on the lines or in another circle at the end of the line. Im going to write the suffix, -able, in the middle circle and fixable on a line. There are other words that have the same suffix. Here is another example. This is the word valuable. Follow the directions above for introducing new words. Say valuable with me. valuable I am going to break it into its parts. We know the suffix is able; so we are left with valu. Underline each word part as you discuss it. 2007 Florida Center for Reading Research www.fcrr.org
EMPOWERING TEACHERS
TEACHER MODELS TASK (continued)
Hmm, lets look at the spelling of this word. The word value is supposed to be spelled v-a-l-u-e. Write value on the board. There is an e on the end of value. The suffix, -able, is spelled a-b-l-e. Write able next to value. When we add a suffix that begins with a vowel (point to the a in able), to a base word that ends with a vowel (point to the e in value), the spelling of the base word may change. We drop the final e in value before adding the suffix, -able. value + able = valuable, spelled v-a-l-u-a-b-l-e. Spell it with me. v-a-l-u-a-b-l-e The base word, value, means to have a price or worth to it. Do you know the value of this baseball card? The suffix, -able, means is capable of or can be. Valuable describes something that has a high price or worth to it. Valuable - This diamond necklace is valuable because my grandmother gave it to me. Now Im going to write valuable on the suffix map. Write the word on another line or in another circle at the end of the line. Here is another example of a base word that changes when the suffix, -able, is added. This word is reliable. Follow the directions above for introducing new words. Say reliable with me. reliable I am going to break it into its parts. We know the suffix is able; so we are left with reli. Underline each word part as you discuss it. Hmm. Lets look at the spelling of this word. The word rely is supposed to be spelled r-e-l-y. Write rely on the board. Rely ends with a consonant and a y. The suffix, -able, is spelled a-b-l-e. Write able next to rely. When we add a suffix that begins with a vowel (point to the a in able), to a base word that ends with a consonant and y (point to the consonant and the y), the spelling of the base word may change. We change the y in rely to i before adding the suffix, -able. Change the word to show how to drop the y and add an i. rely + able = reliable, spelled r-e-l-i-a-b-l-e. Spell it with me. r-e-l-i-a-b-l-e The base word, rely, means to trust or depend on someone or something. I can rely on the electricity in my house to run my appliances. The suffix, -able, means is capable of or can be. Reliable describes how you can trust or depend on someone or something. Reliable - The Atlas is a reliable book about the earth. Now Im going to write reliable on the suffix map. Write the word on another line or in another circle at the end of the line. Lets read all the words on the suffix map: fixable, valuable, and reliable. What words? fixable, valuable, and reliable When we can break a word into its base word and the suffix, it is easier to read and understand its meaning.
TEACHER AND STUDENTS PRACTICE TASK TOGETHER

Remember, one way that we can read a bigger word is to break that word into its base word and suffix. What can we do to read a bigger word? We can break the word into its base word and suffix. The suffix is added to the end of a base word. Where do we add the suffix to a base word? We add the suffix to the end of a base word. Thats right. When we add a suffix, it can change the meaning of the whole word. For instance, here is the word predictable. Follow these directions for all the new words. Show the word. Either write the word on the board or have it written on a card. Then, for the next part, write the base word and suffix below the bigger word or use premade cards to show the word parts. Point to these words or word parts during the explanations. 2007 Florida Center for Reading Research www.fcrr.org
EMPOWERING TEACHERS
TEACHER AND STUDENTS PRACTICE TASK TOGETHER (continued)
Say predictable with me. predictable We are going to break it into its parts. We know the suffix is able; so we are left with predict. Underline each word part as you discuss it. The word predict + able = predictable. Spell it with me. p-r-e-d-i-c-t-a-b-l-e The base word, predict, means to expect or guess. I predict these dark clouds will bring rain. What is the meaning of predict? Predict means to expect or guess. The suffix, -able, means is capable of or can be. What is the meaning of able? Able means is capable of or can be. Predictable describes how something or someone acts in a way that is expected or is not surprising. Predictable - Do you think the hot summer weather is predictable? Can you think of a sentence using the word, predictable? Encourage students to make their own sentences using the new word. Now Im going to write predictable on the suffix map. Write the word on another line or in another circle at the end of the line. There are other words that use the suffix, -able. Here is another example: imaginable. Follow the directions above for introducing a new word. Say imaginable with me. imaginable We are going to break it into its parts. We know the suffix is able; so we are left with imagin. Underline each word part as you discuss it. Hmm, lets look at the spelling of this word. The word, imagine is supposed to be spelled i-m-a-g-i-n-e. Write imagine on the board. There is an e on the end of imagine. The suffix, -able, is spelled a-b-l-e. Write able next to imagine. When we add a suffix that begins with a vowel (point to the a in able), to a base word that ends with a vowel (point to the e in imagine), the spelling of the base word may change. We drop the final e in imagine before adding the suffix, -able. How do we change the base word that ends in a vowel when we add a suffix that begins with a vowel? We drop the final e before adding the suffix. imagine + able = imaginable. Say it with me. imagine + able = imaginable Spell it with me. i-m-a-g-i-n-a-b-l-e The base word, imagine, means to make up, think or visualize (see in your head). I can imagine an ice cream cone would taste very good right now. What is a meaning for imagine? Imagine means to make up, think, or visualize. The suffix, -able, means is capable of or can be. What is the meaning of able? Able means is capable of or can be. Imaginable describes something as possible or something you can think of. For most people, living in the desert without water and electricity is not imaginable. Now Im going to write imaginable on the suffix map. Write the word on another line or in another circle at the end of the line. Here is another example of a base word that changes when the suffix,-able, is added. This is enviable. Follow the directions above. 2007 Florida Center for Reading Research www.fcrr.org
EMPOWERING TEACHERS
TEACHER AND STUDENTS PRACTICE TASK TOGETHER (continued)
Say enviable with me. enviable We are going to break it into its parts. We know the suffix is able; so we are left with envi. Underline each word part as you discuss it. Lets look at the spelling of this word. The word envy is supposed to be spelled e-n-v-y. Write envy on the board. Envy ends with a consonant and a y. The suffix, -able, is spelled a-b-l-e. Write able next to envy. When we add a suffix that begins with a vowel (point to the a in able), to a base word that ends with a consonant and y (point to the consonant and y in envy), the spelling of the base word may change. We change the y in envy to i before adding the suffix, -able. Change the word to show how to drop the y and add an i. How do we change the base word that ends in a consonant and y when we add a suffix that begins with a vowel? We change the y to i before adding the suffix. envy + able = enviable, spelled e-n-v-i-a-b-l-e. Spell it with me. e-n-v-i-a-b-l-e The base word, envy, means to be jealous or desire something. Showing envy toward someone elses things is not good. What is the meaning for envy? Envy means to be jealous or desire something. The suffix, -able, means is capable of or can be. Enviable describes being capable of desiring something. He has an enviable reputation for being a good ball player. Now Im going to write enviable on the suffix map. Write the word on another line or in another circle at the end of the line. Lets read all the words on the suffix map: fixable, valuable, reliable, predictable, imaginable, and enviable. An option here would be to first point to and read the base word, the suffix, and then the whole word. Great job reading these big words.

What is one thing we can do to read a bigger word? We can break a word into the base word and suffix. Is the suffix added to the beginning of the base word or at the end of the base word? The suffix is added to the end of a base word. Thats right. The suffix is added to the end of the base word. It can change the meaning of the whole word. Lets read a new word. This word is drinkable. Follow these directions for all the new words. Show the word. Either write the word on the board or have it written on a card. Then, for the next part, write the base word and suffix below the bigger word or use premade cards to show the word parts. Point to these words or word parts during the explanations. Say this word. Point to drinkable. drinkable Lets break it into its parts. What is the suffix? -able What are we left with? drink What is drink + able? drinkable How do you spell drinkable? d-r-i-n-k-a-b-l-e The base word, drink, means to sip, swallow, or gulp. The word can also mean a beverage, as in, I like to drink milk. What is the meaning of drink? Drink means to sip, swallow, and gulp or it can be a beverage. 2007 Florida Center for Reading Research www.fcrr.org
EMPOWERING TEACHERS
You are going to add the suffix, -able. What is the meaning of able? Able means is capable of or can be. When we add -able to the end of drink, it becomes a new word. What is that word? drinkable Drinkable describes how something is okay to drink. Drinkable - The water from this faucet is drinkable. Can you think of a sentence using the word, drinkable? Encourage students to make their own sentences using the new word. Now Im going to write drinkable on the suffix map. Write the word on another line or in another circle at the end of the line. Here is another example of a word with the suffix, -able: erasable. Follow the directions above for introducing new words. Say erasable. Point to erasable. erasable Now break the word erasable into parts. What is the suffix? -able What are we left with? eras Now look at the spelling of this word. The word, erase is supposed to be spelled e-r-a-s-e. Write erase on the board. Does the base word, erase, end with the vowel letter e? Yes We know that the spelling of the base word may change when we add a suffix that begins with a vowel (point to the a in able), to a base word that ends with a vowel (point to the e in erase). Write able next to erase. How are you going to change the base word? We drop the final e in erase before adding the suffix, -able. Say the base word. erase Say the suffix. -able Say the new word. erasable Spell erasable. e-r-a-s-a-b-l-e The base word, erase, means to remove or wipe away. Will you erase the writing on the whiteboard? What is a meaning for erase? Erase means to remove or wipe away. What is the meaning of able? Able means is capable of or can be. Erasable describes something that can be wiped away or removed. Erasable -The writing on the whiteboard is erasable. Can you think of a sentence using the word, erasable? Encourage students to make their own sentences using the new word. Now Im going to write erasable on the suffix map. Write the word on another line or in another circle at the end of the line. Lets try one more word that changes when the suffix, -able, is added. This word is variable. Follow the directions above for introducing new words. 2007 Florida Center for Reading Research www.fcrr.org
EMPOWERING TEACHERS
Say variable. Point to variable. variable Now break the word variable into its parts. What is the suffix? -able What are we left with? vari Now look at the spelling of this word. The word, vary is supposed to be spelled v-a-r-y. Write vary on the board. Does the base word, vary, end with a consonant and y? Yes We know that the spelling of the base word may change when we add a suffix that begins with a vowel (point to the a in able), to a base word that ends with a consonant and a y (point to the y in vary). Write able next to vary. How are you going to change the base word before adding the suffix? We change the y in vary to an i before adding the suffix, -able. Say the base word. vary Say the suffix. -able Say the new word. variable Spell variable. v-a-r-i-a-b-l-e The base word, vary, means to be different or change. Do you like to wear the same clothes or vary the clothes you wear to school? What is a meaning for vary? Vary means to be different or change. What is the meaning of able? Able means is capable of or can be. Variable describes something that is changeable, or unpredictable. Variable - The lunch menu is so variable I never know what to expect. Can you think of a sentence using the word, variable? Encourage students to make their own sentences using the new word. Now Im going to write variable on the suffix map. Write the word on another line or in another circle at the end of the line. Lets read all the words on the suffix map: fixable, valuable, reliable, predictable, imaginable, enviable, drinkable, erasable, and variable. An option here would be to first point to and read the base word, the suffix, and then the whole word. Do you know of other words that end in the suffix, -able to add to our suffix map? Possible choices: acceptable, comfortable, doable, movable, mixable, payable, provable, rentable, sinkable, and teachable. When you find a bigger word while reading, remember to break that word into smaller parts to make it is easier to read and understand.
When students consistently identify the base word and suffix, provide opportunities to practice individually or in pairs using new words.

Verify that students are correctly identifying the base word and the suffix. If students are experiencing difficulty with this concept, reduce the routine to base words that do not change when adding a suffix. Provide practice with several words before adding a new element. Once you include base words that change with the addition of a suffix, use letter tiles to show how the final e or y is either dropped or changed. Please be aware that not all words ending in the letter e will drop that letter before adding the suffix, -able (e.g., likeable, changeable, sizeable). 2007 Florida Center for Reading Research www.fcrr.org
EMPOWERING TEACHERS
This routine can be applied to any suffix. The routine for the words, fixable, predictable, and drinkable can be used as a template for other words that end in a consonant. The rest of the routine applies to words ending in a vowel or consonant and y and can be used with other suffixes that begin with a vowel (e.g., age, ible, ive). Teachers can shorten this routine by decreasing the number of words taught in the routine or focusing less on the spelling rules when adding the suffix.
For further independent practice, refer to the following Second and Third Grade FCRR Student Center Activities at http://www.fcrr.org/Curriculum/PDF/G2-3/2-3Phonics_5.pdf
P.039 Base words and inflectional endings P.040 Base words and inflectional endings P.041 Base words and affixes P.042 P.043 P.044
www.fcrr.org
EMPOWERING TEACHERS
Phonics Instructional Routine: Identify Base Words and Affixes to Read Multi-Syllabic Words #2
Prerequisites: Third Grade Vocabulary Instructional Routine: Determine the Meaning of a Word using Knowledge of Base Words and Affixes and Third Grade Phonics: Identify Base Words and Suffixes to Read Multi-Syllabic Words #1 Preparation/Materials: Whiteboard and marker or word cards for the following words and affixes. Prefixes: pre-,un-, mis-, re-, de-. Suffixes: -able, -ful, -ly, -ment, -less. Words: pay, cook, tax, scribe, place, match, take, kind, happy, fair, do, make, print, gain, part, rail, compose, like, return, agree, power, watch, fear, state, friend, employ
- Italicized sentences are what the teacher does - Bold type is what the teacher says - Regular type is what the student(s) say
- Bullet () and bolded type are what the teacher and student(s) say in unison - Teacher or student slides finder under underlined letter(s) or word(s)

We are going to read words with prefixes and suffixes.
TEACHER MODELS TASK

We often encounter long, unfamiliar words during reading. One way that we can read a bigger word is to break that word into parts by identifying the base word, prefix, and suffix. A base word is a word that can have a prefix or a suffix added to it. When a prefix or suffix is added to a base word, the words meaning changes and a new word is formed. A prefix is added to the beginning of a base word. Where is a prefix added to a base word? A prefix is added to the beginning of a base word. The suffix is added to the end of a base word. Where is a suffix added to a base word? The suffix is added to the end of a base word. Lets start with prefixes. Put the prefix cards on the board or in the chart holder: pre-, un-, mis-, re-, deLets read some prefixes before we add them to a base word. Point to each prefix as you say it. This prefix is pre-, meaning before, as in pretend. What is this prefix? preSpell pre. p-r-e Say pre- again. preThis prefix is un-, meaning not, as in unfair. What is this prefix? unSpell un. u-n Say un- again. unContinue this pattern with the other prefixes: mis-, re-, and de-, using the words misplace, replay, and defrost. Mis- means wrongly, re- means again, de- means opposite of. Now, lets read this list of prefixes without stopping. Point as you read aloud. pre-, un-, mis-, re-, deRead the list of prefixes again, a little faster. Once the students can read each prefix, do a quick word sort to match the prefixes and meanings. 2007 Florida Center for Reading Research www.fcrr.org
EMPOWERING TEACHERS
TEACHER MODELS TASK (continued)
These prefixes can be added to words you already know to make new words. Point as you read aloud. First, lets read these words together: pay, cook, tax, scribe, place, match, take, kind, happy, fair, do, make, print, gain, part, rail, compose. Discuss the meaning of any word that may be unfamiliar to the students. Now, we will make new words by adding the prefixes. First, well say the prefix. Then, well say the base word. Finally, well read the new word. Point to each part. Pause when reading each word part. pre + pay = prepay Whats the word? prepay pre + cook = precook Whats the word? precook pre + tax = pretax Whats the word?. ..pretax pre + scribe = prescribe Whats the word?prescribe mis + place = misplace mis + match = mismatch mis + take = mistake Whats the word?misplace Whats the word? mismatch Whats the word?mistake
Have students make new words in the same manner with the remaining prefixes: un: unkind, unhappy, unfair; re: redo, remake, reprint, regain; de: depart, derail, decompose. Again, lets read all the words with prefixes. Point to each word as you and the students read it aloud. You can go in order under each prefix or point to words randomly. prepay, precook, pretax, prescribe, misplace, mismatch, mistake, unkind, unhappy, unfair, redo, remake, reprint, regain, depart, derail, decompose. Now, lets sort these words by listing all the words that begin with a prefix that means wrongly (mis-). Continue with the remaining words and prefixes (pre-, re-, de-). Write the definitions for each prefix in a row across the whiteboard. Point to and read aloud each word then ask the students where the word should go. Or, you can give each student a card with the definition of the prefix, a card for each prefix, and one for each word so that they can sort the words. Great job reading and sorting those words! Sometimes we encounter long, unfamiliar words during reading. Lets practice what to do when there is an unfamiliar word. Tell the students you are going to read the following sentence aloud but do not read the underlined word, describe. This will be your word to model. The teacher asked me to describe the picture on the wall. I dont know this word here. Point to describe. First, I break it into parts. You can use your fingers or hands to show the parts. describe Then, I name the prefix or suffix. de- is the prefix. De- means opposite of Next, I name the base word. Scribe is the base word. Scribe means to write. Finally, I read the whole word. Describe. Describe means the opposite of writing. If we want to tell about something and we do the opposite of writing about it, we can talk about it. Now, Im going to reread the whole sentence aloud. The teacher asked me to describe the picture on the wall. This means the teacher wanted me to talk about (describe) the picture. This is one thing that you can do when you encounter an unfamiliar word.
TEACHER AND STUDENTS PRACTICE TOGETHER

Remember, one way that we can read a bigger word is to break that word into its base word, prefix, and suffix. What can we do to read a bigger word? We can break the word into its base word, prefix, and suffix. 2007 Florida Center for Reading Research www.fcrr.org
EMPOWERING TEACHERS
TEACHER AND STUDENTS PRACTICE TOGETHER (continued)
The prefix is added to the beginning of a base word. Where is a prefix added to a base word? The prefix is added to the beginning of a base word. The suffix is added to the end of a base word. Where is a suffix added to a base word? The suffix is added to the end of a base word. When a prefix or suffix is added to a base word, the words meaning changes and a new word is formed. What happens when a prefix or suffix is added to a base word? The words meaning changes and a new word is formed. Thats right. Lets read some suffixes before we add them to a base word. Put the suffix cards on the board or in the chart holder: -able, -ful, -ly, -ment, -less. Point to each suffix as you say it. This suffix is -able, meaning can be or capable of, as in drinkable. What is this suffix? -able Spell able. a-b-l-e Say -able again. -able This suffix is -ful, meaning full of, as in careful. What is this suffix? -ful Spell ful. f-u-l Say -ful again. -ful Continue this pattern with the other suffixes: -ly, meaning characteristic of; - ment, meaning action or process; and -less, meaning without. Use the words costly, movement, and speechless. Now, lets read this list of suffixes without stopping. -able, -ful, -ly, -ment, -less Have students read the list of suffixes again, a little faster. Once the students can read each suffix, do a quick word sort to match the suffixes and meanings. These suffixes can be added to words you already know to make a new word. First, lets read these words together: like, return, agree, power, watch, fear, state, friend, employ Discuss the meaning of any word that may be unfamiliar to the students. Now, we will make new words by adding the suffixes. First, well say the base word. Then, well say the suffix. Finally, well read the new word. Point to each part. Pause for a second when reading each word part. like + able = likeable Whats the word?likeable return + able = returnable Whats the word?returnable agree + able = agreeable Whats the word?...agreeable employ + able = employable Whats the word?employable power + ful = powerful watch + ful = watchful fear + ful = fearful Whats the word?powerful Whats the word?watchful Whats the word?fearful
Have students make new words in the same manner with the remaining suffixes: -ly: likely, stately, friendly; -ment: statement, agreement, employment; -less: powerless, fearless, friendless. 2007 Florida Center for Reading Research www.fcrr.org
EMPOWERING TEACHERS
TEACHER AND STUDENTS PRACTICE TOGETHER (continued)
Again, lets read all the words with suffixes. Point to each word as you and the students read it aloud. You can go in order or point to words randomly. likeable, returnable, agreeable, employable, powerful, watchful, fearful, likely, stately, friendly, statement, agreement, employment, powerless, fearless, friendless. Now, lets sort these words by listing all the words that begin with a suffix that means can be (-able). Continue with the remaining words and prefixes (-ful, -ly, -ment, -less). Write the definition for each suffix in a row across the whiteboard. Point to and read aloud each word. Then, ask the students where the word should go. Or, you can give each student a card with the definition of the suffix, a card for each suffix, and one for each word so that they can sort the words. Those were hard words. You did an excellent job of reading and sorting all the words. Sometimes we encounter long, unfamiliar words during reading. Lets practice what to do when there is an unfamiliar word. Tell the students you are going to read the following sentence aloud but do not read the underlined word, taxable. This will be your word to model. Do you know if toys are taxable? I dont know this word here. Point to taxable. First, I break it into parts. You can use your fingers or hands to show the parts. tax able Then, I name the prefix or suffix. -able is the suffix. able means can be Next, I name the base word. Tax is the base word. Tax is a fee that is added to the cost of buying something. Finally, I read the whole word. Taxable. Taxable means that a tax can be added to the cost of what you are buying. Now, Im going to reread the whole question aloud. Do you know if toys are taxable? This is a question that asks if a tax can be added to the cost of the toy. Remember, this is one thing that you can do when you encounter an unfamiliar word.

What is one thing that we can do to read a bigger word? We can break a word into the base word and the prefix or suffix. Thats right. Where is a prefix when it is added to a base word? The prefix is added to the beginning of a base word. Where is a suffix when it is added to a base word? The suffix is added to the end of a base word. Remember, when you encounter a long, unfamiliar word you can break that word into the base word and the prefix or suffix to read it. Read this sentence. Point to each word as students read aloud. The flat tire on the bus caused a great misadventure during the field trip. Lets say you dont know this word here. Point to misadventure. First, break it into parts. You can use your fingers or hands to show the parts. Mis adventure Then, name the prefix or suffix. Mis- is the prefix. What is the meaning of mis? Mis- means wrong or wrongly Next, name the base word. Adventure is the base word. Adventure means an experience or trip. 2007 Florida Center for Reading Research www.fcrr.org
EMPOWERING TEACHERS
Finally, read the whole word. Misadventure Yes. Misadventure means to have an experience or adventure that goes wrong. Now, reread the whole sentence aloud. The flat tire on the bus caused a great misadventure during the field trip. This can be repeated with several sentences using new words with the previously taught suffixes and prefixes.
When students consistently identify the base word, suffix, and prefix that are taught in this routine, provide opportunities to practice individually or in pairs using new words.

Verify that students are correctly identifying the base word, prefix, and suffix. If students are experiencing difficulty with this concept, reduce the routine to base words and prefixes or suffixes Provide more practice reading the new words before adding a new difficulty. Explain to students that the suffix, able, begins with the letter a, but when it is used at the end of a word it has the schwa sound so it is pronounced as /uble/.
When the students are doing well with this routine, vary it by combining the prefixes and suffixes to new base words.
For further independent practice, refer to the following Second and Third Grade FCRR Student Center Activities at http://www.fcrr.org/Curriculum/PDF/G2-3/2-3Phonics_5.pdf
P.039 Base words and inflectional endings P.040 Base words and inflectional endings P.041 Base words and affixes P.042 P.043 P.044
www.fcrr.org

Packet of Instructional Routines Phonics

Caricato da

Informazioni sul documento

Titolo originale

Copyright

Formati disponibili

Condividi questo documento

Condividi o incorpora il documento

Opzioni di condivisione

Hai trovato utile questo documento?

Questo contenuto è inappropriato?

Copyright:

Formati disponibili

Packet of Instructional Routines Phonics

Caricato da

Copyright:

Formati disponibili

EMPOWERING TEACHERS

Phonics Instructional Routine: Letter-Sound Correspondence

TEACHER EXPLAINS TASK

TEACHER MODELS TASK

TEACHER & STUDENTS PRACTICE TASK TOGETHER

STUDENTS PRACTICE TASK

SCAFFOLDING SUGGESTION FOR ERRORS

Adaptations using this instructional routine:

TEACHER EXPLAINS TASK

TEACHER MODELS TASK

TEACHER & STUDENTS PRACTICE TASK TOGETHER

STUDENTS PRACTICE TASK

a ai aid said said

SCAFFOLDING SUGGESTION FOR ERRORS

said come does friend could again

Second Grade Phonics: Irregular Words

2007 Florida Center for Reading Research

Second Grade Phonics: Fading Letter Cues

TEACHER EXPLAINS TASK

TEACHER MODELS TASK

TEACHER & STUDENTS PRACTICE TASK TOGETHER

STUDENTS PRACTICE TASK

sip, tip, miss, fit, lit, dim

SCAFFOLDING SUGGESTION FOR ERRORS

Adaptations using this instructional routine:

2007 Florida Center for Reading Research

TEACHER EXPLAINS TASK

TEACHER MODELS TASK

TEACHER & STUDENTS PRACTICE TASK TOGETHER

STUDENTS PRACTICE TASK

2007 Florida Center for Reading Research

SCAFFOLDING SUGGESTION FOR ERRORS

Adaptations using this instructional routine:

2007 Florida Center for Reading Research

TEACHER EXPLAINS TASK

TEACHER MODELS TASK

TEACHER & STUDENTS PRACTICE TASK TOGETHER

STUDENTS PRACTICE TASK

2007 Florida Center for Reading Research

2007 Florida Center for Reading Research

TEACHER EXPLAINS TASK

TEACHER MODELS TASK

TEACHER & STUDENTS PRACTICE TASK TOGETHER

SCAFFOLDING SUGGESTION FOR ERRORS

Adaptations using this instructional routine:

2007 Florida Center for Reading Research

Second Grade Phonics: Consonant Digraph Chart

shut chop when shed

thick whip shop chip

TEACHER EXPLAINS TASK

TEACHER MODELS TASK

TEACHER & STUDENTS PRACTICE TASK TOGETHER

STUDENTS PRACTICE TASK

SCAFFOLDING SUGGESTION FOR ERRORS

Adaptations using this instructional routine:

2007 Florida Center for Reading Research

TEACHER EXPLAINS TASK

TEACHER MODELS TASK

TEACHER & STUDENTS PRACTICE TASK TOGETHER

2007 Florida Center for Reading Research

SCAFFOLDING SUGGESTION FOR ERRORS

Adaptations using this instructional routine:

2007 Florida Center for Reading Research