Decoding GIGANTIC Multisyllabic Words TEACHERS & PARENTS Reading Intervention

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  1. WATCH these videos to get ideas for how to teach your students to decode multisyllabic words. orSHOW the videos to your students as you teach them these skills.THEN use the ACTIVITIES with your students in small group or individually to reinforce the day’s learning.**********************************
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This video will show you how to help your upper grade struggling readers gain

DECODING INDEPENDENCE Reading GIGANTIC, MULTISYLLABIC WORDS.

For TEACHERS, PARENTS and HOMESCHOOLERS of struggling readers 3rd Grade & up.

Also useful for reading intervention PARAPROFESSIONALS and reading VOLUNTEERS in your classroom.

Provide your students with white boards to help them write out multisyllabic words when you are not around. Use white boards of any size or shape - commercial or handmade.

A FREE set of 10 white boards are included. Download, laminate, then give to your students to WRITE and WIPE as they tackle gigantic words in their reading.

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COMMON CORE STANDARDS★
CCSS 3.3b, 3.3c, 4.3a, 5.3a ♦DECODE MULTISYLLABIC WORDS♦
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THIS IS A SINGLE COMPONENT OF THE "I CAN READ GIGANTIC WORDS" program.
For more information about this program, please check out the free resource overview:
"I CAN READ GIGANTIC WORDS" PROGRAM Q&A OVERVIEW

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ADDITIONAL PROGRAM COMPONENTS★
I Can Read Gigantic Words!
INTRODUCTION: TEACH DECODING INDEPENDENCE USING A WHITE BOARD
DECODER'S HANDBOOK
RECORD-KEEPING BOOKLET
DECODER'S CONFERENCE NOTES
WORD PARTS FLASHCARDS
WORD PARTS PRONUNCIATION HANDBOOK
GUIDED PRACTICE COLLECTION
CUT & PASTE COLLECTION
GAMES & CENTERS COLLECTION

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★RECOMMENDED FOR★
READING LEVEL: 2.0+
•This program is most useful for readers of any age who have achieved approximately second grade reading level.
•These readers have mastered many sight words, but may not have mastered beginning phonics.
•The lower the reading level, the more scaffolding and support will be required.
GRADE LEVEL: GRADES 3-12+
DECODING INTERVENTION:
•This program is most useful for struggling decoders in grades 3 or 4 and above (grades 3-12 and adults)
WHOLE-CLASS INSTRUCTION: 4th GRADE
•This program is valuable for many on-grade-level readers in 4th grade, as they begin to encounter many multisyllabic words in their reading.

Multisyllabic word study is
•helpful for many third grade readers,
•crucial for fourth grade through middle school readers,
•beneficial for struggling secondary decoders and
may be adapted for selected second or
•advanced first grade readers.

Reading Intervention: Advanced Decoding for the Upper Grades
“I Can Read Gigantic, Multisyllabic Words through Recognizing Word Parts”
is a program for readers who
struggle to recognize word parts inside multisyllabic words
•will benefit from additional decoding support

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★NOTES★
Familiarity with the individual parts of multisyllabic words is a crucial component of the advanced decoding ability necessary in the intermediate grades and above.

Learning to see and knowing how to pronounce these recurring word parts (prefixes, suffixes and bases/roots), as well as small, already-known words, inside large, many-syllable words greatly enhances readers’ ability to tackle more advanced reading levels – particularly RL 4.0 and above.

Teach your intermediate grade and above readers advanced decoding skills. Provide your students practice recognizing and pronouncing word parts in multisyllabic words.

★☛PLEASE NOTE: Words are NOT ALWAYS DIVIDED USING TRADITIONAL SYLLABICATION RULES!
This program DOES NOT USE THE OPEN and CLOSED SYLLABLE METHOD or SYLLABICATION SEGMENTATION RULES to decode multisyllabic words.

★☛PLEASE NOTE: This is a DECODING activity, with emphasis on readers’ ability to decode longer, multisyllabic words encountered as their reading levels progress. Study of Word Part MEANINGS is a separate vocabulary skill and is NOT covered by this activity.

★This program’s focus is on ASSISTING STRUGGLING READERS to RECOGNIZE WHAT THEY ALREADY KNOW INSIDE A LONGER WORD. Thus, this process requires readers to break words into parts each reader recognizes. This may differ slightly from reader to reader, depending on the reader's prior knowledge. Thus, there may be more than one "right way" to break a word, since the goal of breaking a word is simply to help readers see chunks they recognize.

Example: One reader might see "re" and "act" in the word "reaction," while another might notice "re" + "ac" + "tion" and another might simply recognize the word "act." In the word "fundamentally," one reader might see the word "fun" and another might recognize the word "fund." One might see "mentally" and another might see "ment" or "mental." Some might identify the word parts "al" + "ly" or the very common ending these two affixes make, "ally." All will help the reader decode the word more quickly.

★There are often multiple recognizable parts inside a longer word and sometimes two or more syllables are combined to increase the efficiency of the decoding process. (Example: the four-syllable word “in vis i ble” might be broken as “in vis ible” because the two syllables i+ble often occur together as ible (able, ible, ble and le) and can be taught together.) The goal is to lessen the number of letters and syllables a reader must decode in longer words. Some advanced “word parts” in this program (example: “istically”) are actually comprised of several syllables.

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CREDIT TO: Whimsy Workshop Teaching for Store Banner Arrow

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