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The Syllabary/Analogy Method is used here to decode the pronunciation of polysyllabic words


Language Arts  


1, 2, 3, 4, 5  

Title – Decoding Unknown Words using the Syllabary/Analogy Method
By – Joann Kleinelp
Primary Subject – Language Arts
Grade Level – 1-5 

Learning Standards:

      NYS Standard 1: Language for Information and Understanding

        Students will collect data, facts, and ideas: discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts.

    NYS Standard 2: Language for Literacy Response and Expression

      Students will read and listen to oral, written, and electronically produced texts and performances, relate texts and performances to their own lives, and develop an understanding of the diverse social, historical, and cultural dimensions the texts and performances represent.

Instructional Objective:

    Student(s) will divide polysyllabic words into syllables, apply rules to the letters in each syllable and blend syllables together for word pronunciation.


      Sentence Strips




I am Rosa Parks

      by Rosa Parks

    Index Cards


      Tell student(s) that good readers use a variety of strategies to identify unfamiliar words in text. Further add that one of these strategies is called the Syllabary/Analogy Method. This strategy involves dividing words into syllables, applying a prescribed set of rules to the letters in each syllable and then blending the syllables together to pronounce the word. Show student(s) the cover of the book that you will be reading together

(I am Rosa Parks

    ) and a sentence strip with a polysyllabic word written on it (segregation). Tell them that the word on the sentence strip is from the book and ask if anyone recognizes the word.

Instructional Procedure:


    Provide the student(s) with the information needed to decode polysyllabic words using the Syllabary/Analogy Method.


      Model how to divide a polysyllabic word into syllables. Review the following syllable rules with the student(s) (printed on index cards for easy reference):

      • A closed syllable has 1 vowel. It begins and ends with a consonant. It has a short vowel sound.
      • An open syllable ends with 1 vowel. The vowel sound is usually long.
      • A double consonant indicates a long vowel sound.
      • A single consonant indicates a short sound at the end of a syllable.

    Show student(s) how to apply the rules that have been discussed and reviewed. Then model blending the syllables together.

Guided Practice:

      Present student(s) with another polysyllabic word from the book

I am Rosa Parks

    and assist them with dividing the word into syllables. Analyze the syllables together and strategically select and apply the rules for each syllable. When the process is completed for each one of the syllables, blend the syllables together to discover the correct pronunciation of the word.

Independent Practice:

      Have student(s) divide polysyllabic word(s) into syllables, analyze the syllables and apply the prescribed rules to each syllable. Allow the student(s) to blend the syllables together to discover the correct pronunciation of the word(s). As you proceed with reading,

I am Rosa Parks

    , have the student(s) apply the Syllabary/Analogy method to any unknown polysyllabic words that they may encounter in the text.


    Review the polysyllabic words decoded using the Syllabary/Analogy Method. Ask the student(s) to explain the purpose of using the Syllabary/Analogy Method and its usefulness as a strategy for discovering the pronunciation of unknown words.


    Directly observe student(s) applying the Syllabary/Analogy Method to decode unknown polysyllabic words as they encounter them in the text and have the student(s) explain the procedure during these applications.

E-Mail Joann Kleinelp !

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