The Word Identification Strategy

Sue Woodruff

SIM Professional Development Leader

swoodruf@comcast.net

​

#1

MR DUCKS

MR KNOT

OSAR

CM WANGS

LIB

MR DUCKS

#2

MR SNAKES

MR KNOT

SAR

CMBDI’S

LIB

MR SNAKES

#3

MR FARMERS

MR KNOT

SAR

CMMT POCKETS

LIB

MR FARMERS

#4

MR MICE

MR KNOT

SAR

CMEDBD FEET

LIB

MR MICE

Meet Marcus

PAUSE.�THINK.�PAIR.�SHARE.

Rationales For Strategy

• Moral imperative
• Active engagement & problem solving
• Three easy rules – different approach
• Resources

Student Selection

Recommended prerequisites:

• Reading at or above 3^rd grade level
• Knowledge of phonic sounds
• Can find a word in the dictionary

​

​

​

Perfect Candidates for Word ID Instruction

Perfect Candidates for Word ID Instruction

Word Identification Strategy Results

The Word Identification Manual

Stage 1: Pretest

• Think about your circumstances
• Decide which type of pretest you will give
• Standardized
• Oral reading
• Give Prefix/Suffix Test (Page 94 of manual)
• Provide individual feedback
• Commit yourself to the strategy & gain student commitment

Stage 1: Pretest

​

Dear ______________,

​

I am making a commitment to you to teach you the Word Identification Strategy. I know that this is a very powerful strategy which has helped many, many students to become good readers. With your hard work and perseverance and my commitment to you to teach you this strategy, I know you will be successful. I guarantee you that during this process not only will you become a better learner, but I will become a better teacher.

​

Sincerely,

________________________________________

________________________________________

________________________________________

WORD

IDENTIFICATION + = SUCCESS!

STRATEGY

EFFORT

What if ????

• Possible need for preskills
• Prerequisite lessons
• Focus on recognition and pronunciation…not meaning!

​

​

If your goal is to teach the meaning of word parts (vocabulary and morphology), this is the WRONG strategy!

Stage 2: Describe

• Think about your students
• Decide how you will proceed with instruction
• Prepare your materials
• Show your enthusiasm and confidence
• Assure them to hang with you
• Remember the cognitive apprenticeship

Day 1 of Instruction�DESCRIBE Stage of Instruction

I am sure that you will find today’s dissection both challenging and enlightening!

Word Identification Strategy Cue Card #1

STEPS OF THE WORD

IDENTIFICATION STRATEGY

Step 1: Discover the context

CONTEXT

CAN BE CRITICAL!!!

​

​

Schizophrenia

Attention Deficit Hyperactivity Disorder

Depression

Paranoia

Psychosis

Bi-Polar Disorder

Oppositional-Defiant Disorder

Seasonal Affective Disorder

​

​

​

Discover

the

Context

Word Identification Strategy Cue Card #1

STEPS OF THE WORD

IDENTIFICATION STRATEGY

Step 1: Discover the context

Step 2: Isolate the beginning

Word Identification Strategy Cue Card #2

STEPS 2:

ISOLATE THE BEGINNING

• Look for prefixes
• Look for other beginning parts

Consequences of Illiteracy

PREFIX LIST

Prefix Example Prefix Example Prefix Example

ab- ab sorb

ac- ac count

ad- ad here

ante- ante hall

anti- anti war

ap- ap point

at- at tack

auto- auto mat

be- be hind

bi- bi cycle

circum- circum stance

col- col lect

com- com plete

con- con nect

de- de fend

dem- dem ocrat

di- di vest

dis- dis may

dys- dys pepsia

em- em ploy

en- en rage

epi- epi center

ex- ex cuse

for- for ward

fore- fore warn

hydro- hydro scope

hyper- hyper sonic

im- im press

in- in set

inter- inter pret

intro- intro vert

loco- loco mote

mis- mis take

mono- mono cle

multi- multi speed

non- non sense

ob- ob ject

of- of fend

op- op pose

para- para graph

per- per son

post- post test

pre- pre fix

pro- pro found

re- re make

retro- retro gress

se- se cret

sub- sub merge

sup- sup press

super- super man

sur- sur prise

tele- tele phone

trans- trans pose

tri- tri ad

ultra- ultra sound

un- un clear

Word Identification Strategy Cue Card #2

STEP 2:

ISOLATE THE BEGINNING

• Look for prefixes
• Look for other beginning parts

STEP 3:

SEPARATE THE ENDING

• Look for suffixes
• Look for other ending parts

SUFFIX LIST

Suffix Example Suffix Example Suffix Example

-able love able

-age pilgrim age

-al remov al

-ance pen ance

-ar mort ar

-ant serv ant

-ate pir ate

-ble sta ble

-cy fan cy

-ed paint ed

-en fall en

-ence sil ence

-ent par ent

-er bigg er

-es glass es

-est small est

-ey jo ey

-ful color ful

-gamy bi gamy

-gon para gon

-hood boy hood

-ial rad ial

-ian guard ian

-ible cruc ible

-ic pan ic

-ice just ice

-ing swimm ing

-ion clar ion

-ish skitt ish

-ism tru ism

-ist art ist

-ite gran ite

-ity grav ity

-ive act ive

-ize real ize

-less use less

-logy eco logy

-ly fair ly

-man mail man

-ment apart ment

-ness sad ness

-or pall or

-ous fam ous

-ry sca ry

-s cart s

-ship friend ship

-sion fu sion

-tion mo tion

-tive ac tive

-ty beau ty

-ual us ual

-ure fail ure

-ward back ward

-y mess y

Word Identification Strategy Cue Card #1

STEPS OF THE WORD

IDENTIFICATION STRATEGY

Step 1: Discover the context

Step 2: Isolate the beginning

Step 3: Separate the ending

Step 4: Say the stem

ab norm al

“Say the stem” Practice

disagreement

repugnant

unfeeling

​

Word Identification Strategy Cue Card #1

STEPS OF THE WORD

IDENTIFICATION STRATEGY

Step 1: Discover the context

Step 2: Isolate the beginning

Step 3: Separate the ending

Step 4: Say the stem

Step 5: Examine the stem

Word Identification Strategy Cue Card #3

RULES OF TWOS AND THREES

Rule 1

If a stem or part of the stem begins with:

Rule 2

If you can’t make sense of the stem after using

Rule 1, take off the first letter of the stem and

use Rule 1 again.

Rule 3

When two different vowels are together, try making

both of the vowel sounds (diet).

​

If this does not work, try pronouncing them together

using only one of the vowel sounds (believe).

• A vowel, divide off the first two letters.

​

• A consonant, divide off the first three letters.

See separate MODEL video of this worksheet

This worksheet ALWAYS done with student input.

Designed to let students practice the Rules of 2s and 3s

Word Identification Strategy Cue Card #1

STEPS OF THE WORD

IDENTIFICATION STRATEGY

Step 1: Discover the context

Step 2: Isolate the beginning

Step 3: Separate the ending

Step 4: Say the stem

Step 5: Examine the stem

Step 6: Check with someone

Word Identification Strategy Cue Card #1

STEPS OF THE WORD

IDENTIFICATION STRATEGY

Step 1: Discover the context

Step 2: Isolate the beginning

Step 3: Separate the ending

Step 4: Say the stem

Step 5: Examine the stem

Step 6: Check with someone

Step 7: Try the dictionary

New suffix…

- phile

Finalizing DESCRIBE �Stage 2 of Instructional Model

Goal Setting

TOSCRF/DST/TOWRE

Student Name _____________

​

WORD IDENTIFICATION

PROGRESS CHART

Stage 3: Model

• Think about your students
• Decide how you will proceed with the model
• Prepare your materials
• Share your strategic thinking
• Involve them in the model
• Remember to encourage your students

The Hunger Games�Model Passage from Pages 18-20

The rules of the Hunger Games are simple. In punishment for the uprising, each of the twelve districts must provide one girl and one boy, called tributes to participate. The twenty-four tributes will be imprisoned in a vast outdoor arena that could hold anything from a burning desert to a frozen wasteland. Over a period of several weeks, the competitors must fight to the death. The last tribute standing wins.

​

SELF – TALK

Your turn!

• With your partner, practice…
• Making decisions which words you would dissect.
• Modeling your self-talk as you dissect new or unfamiliar words
• Then, think and talk about…
• Materials that would work with your students.
• Any questions you have about DOING the strategy.

Stage 4: VERBAL PRACTICE

TWO Aspects of Verbal Practice

​

VERBAL REHEARSAL

VERBAL ELABORATION

​

VERBAL PRACTICE CHECKLIST on Page 106

Let’s play Jeopardy!

PREFIXES

SUFFIXES

RULES of 2s and 3s

SNIGLETS

STEPS OF STRATEGY

Stage 5: CONTROLLED �PRACTICE AND FEEDBACK�

• Constitutes bulk of the work & practice
• Provide gradual ramping up
• Provide as much individual feedback as possible
• Encourage, encourage, and encourage
• Celebrate incremental steps

​

Stage 5: CONTROLLED �PRACTICE AND FEEDBACK�

3 TYPES OF CONTROLLED PRACTICE

• Guided Practice

​

• Cooperative Practice

​

• Individual Practice

Stage 5: CONTROLLED �PRACTICE AND FEEDBACK�

QUESTIONS . . .

​

1. How is this managed by a teacher?

2. What types of controlled practice should I be using in my classrooms?

3. At what level should I start my students?

4. What reading materials can I use for this strategy?

LET’S PRACTICE

Meet Michael

1

2

Raindrops Keep Falling from Timed Readings Book 6

LET’S PRACTICE

Meet Eddy

1

2

3

Ski Patrol from Timed Readings Book 5

Stage 5: SCORING �CONTROLLED PRACTICE �

3 Specific aspects of the reading to be considered:

1. Oral Reading - % of correctly read words 99%
2. Comprehension of passage 60%
3. Fluency Teacher Judgment

Stage 5: CONTROLLED �PRACTICE AND FEEDBACK�

Let’s talk about FEEDBACK…

4 Critical Variables that Affect Quality of Feedback

POSITIVE

CORRECTIVE

INDIVIDUAL

IMMEDIATE

​

Fun Ways to Practice

Word Generator Website

SNIGLETS

Stage 6: ADVANCED �PRACTICE AND FEEDBACK�

• Benchmark point for student
• Important goal reached
• Move student through grade level material until his/her language and comprehension won’t allow moving on
• Same procedures as during Stage 5
• MOST students can get to grade level
• Remember…the further the gap, the more practice needed
• But also remember…most students can master this strategy within 4 – 6 weeks.

​

Stage 7: POSTTEST AND�MAKE COMMITMENTS�

• Same testing procedure as pretest
• Dialogue about commitment during this and the next stage

​

Stage 8: GENERALIZATION�

• 4 Phases of Generalization
• Same cue cards for all strategies

​

New suffix…

• phile
• phobe

​

1. So tell me, what is an ailurophobe?
2. What would happen if we got an ailurophile and an ailurophobe in the same room?
3. What would you infer about a veterinarian who named is office “The Ailurophile Place”?

Related words and word parts

• philia
• phobe
• phobia

ailurophobia

ailurophobe

ailurophilia

Sue Woodruff

SIM Professional Development Leader

swoodruf@comcast.net

Thanks so much for watching. If you have any further questions, please feel free to contact me. This is one of my very favorite strategies where I saw huge shifts in kids. I had sullen, uncooperative students become real learners. It is an extremely powerful strategy and can literally change the life of an adolescent who is a poor decoder.