PKU3105 Structural Analysis

8/3/2019 PKU3105 Structural Analysis

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BASIC READING SKILLS:-STRUCTURALANALYSIS

Prepared by: Intan Maisyarah Bt Abdull AzizClass: PK 2


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Structural analysis is the process of using familiar word parts (base words,prefixes, and suffixes) to determine the meaning of unfamiliar words.

When readers use structural analysis they combine phonics lettersoundpatterns into large, multi-letter chunks. Children then use this knowledge to

decode and learn the complex words.

Understanding word structure helps the child infer word meaning.Inferring word meaning helps the child learn new words. A larger readingvocabulary in turn, contributes to fluency and comprehension. The more

words the child instantly recognizes and understands, the better the fluency

(Eldredge, 2005).

Structural analysis makes it possible for the child to read compound words(baseball) and contractions (cant) as single units. The child recognizesprefixes (precook), suffixes (reading), and Greek and Latin roots (telephone

and phonic) as meaningful word parts.


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Students learn to recognize how affixes and root words are used as structural

elements of words.

In the vocabulary section and materials, students learn to use the meaning ofthese word parts to expand vocabulary.


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Step 1 - Teach students to identify prefixes/root words/suffixesWhen introducing prefix/root word/suffix identification and usage to students, it ispreferable to use roots that are English words after affixes are removed. Students

grasp these concepts more readily when dealing with affixes on known words.Prefix Root Suffixdis grace fulre turn ingpro vok ed (Latin root)

Step 2 - Teach or review common suffix usagesSuffixes are added to the end of words to modify usage. These are common suffixusages:

-s or -es to form plurals or third-person-singular verbs -ed to form past tense verbs -ing to form present participle verbs

-er to form comparative adjectives or -est to form superlative adjectives.

Step 3 - Teach how prefixes are used to change word meaningPrefixes are placed at the beginning of words to change meaning. "Pre" in "prefix" is aprefix meaning "before" or "in front of." The study of prefixes and their affect onmeaning is a valuable strategy for expanding word knowledge and is covered in the

vocabulary section.


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Syllabication, or the breaking down of words into each uninterrupted unit ofspoken language, is often taught in such a fragmented manner in materials thatstudents are unable to pull all components together into a viable word analysis

strategy.

Students who need to use syllabication to decode words must begin torecognize patterns and break down unknown words.

Initially, the rules are applied to two-syllable rules. Once students learn thepatterns, the same rules are used to break down longer words.


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Step 1 - Assure that students have prerequisite phonics skillsStudents should possess certain prerequisite skills and concepts before beingtaught the syllabication rules. Frequently, it is necessary to review short and longvowels, as well as prefixes/root words/suffixes, before proceeding with

syllabication. Each syllable must contain a sounded vowel. It can be a single vowelsound (idea) or used with one or more consonant sounds (begin).

There are two kinds of syllables: open and closed.A closed syllable ends with a consonant .An open syllable ends with a vowel.

Since the first rule deals with dividing between root words and affixes, studentsmust be familiar with prefixes, suffixes, and root words.


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Step 2 - Teach syllabication rules and apply in orderThe Reading Manipulatives Syllable Sorts manipulatives have students sort two-syllable words according to these division rules: Prefix/Root/Suffix - Check theword for prefixes and suffixes. The first step is to divide between affixes and the

root word because this rule overrides the others.

VC/CV - Check for multiple consonants between vowels. Divide betweenconsonants.

V/CV or VC/V - If the word has one consonant between vowels, decide whether

the vowel before the consonant is short or long. If vowel is long, divide after thevowel leaving an open syllable. Otherwise, divide after the consonant leaving aclosed syllable.


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A compound word is a word formed from two smaller words.

A compound word is made when two or more words are joined (with or

without a hyphen) to form a new word and subsequently, a new meaning.

Plus compound words help kids grasp language structure and increasetheir interest in words, especially prefixes, suffixes and word roots.

In English, there are three forms of compound words:a) closed form (notebook)b) hyphenated form (mother-in-law)c) open form (real estate).


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Some examples of compound words include:* Noun-Noun Compounds: fireman, newsstand, pigtail, ladybug, classroom* Noun-Verb Compounds: breastfeeding, finger-pointing

* Verb-Noun Compounds: spoilsport, killjoy, breakfast, pickpocket, crossword* Verb-Verb Compounds: go and do, up and leave* Verb-Adverb Compounds: drop-out, fall-out, camp-out* Adverb-Verb Compounds: intake, backtrack, backdrop, foreground* Adjective-Noun Compounds: hardware, software, blackboard, shortchange* Adjective-Verb Compounds: blacklist, shortchange


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Each of the following English contractions includes an explanation of the fullform and example sentences to provide context for understanding.

Contractions are shortened form or shortening of a word or phrase, e.g. "he'll"for "he will.

In English, the omitted letter or letters are usually marked with anapostrophe or a period, depending on the type of contraction.


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Positive Contractions

I'm ---I am --- Example: I'm waiting for my friend.

I'll ---I will--- Example: I'll see you tomorrow.

I'd ---I had / I would--- Example: I'd better leave now. OR I'd already eaten

by the time he arrived.

I've ---I have --- Example: I've worked here for many years.

You're --- You are --- Example: You're joking!

You'll --- You will--- Example: You'll be sorry!

He's --- He is / has --- Example: He's on the phone now. OR He's been playing

tennis since 10 this morning.

She'll --- She will--- Example: She'll be at the meeting.

It's ---It is / has --- Example: It's been long time since we saw each other last.

OR It's very difficult to concentrate.

It'll ---It will--- Example: It'll be here soon.


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Negative Contractions

aren't --- are not--- Example: They aren't coming next week.

can't ---can not--- Example: I can't understand you.

couldn't --- could not--- Example: He couldn't get his shoes on!

didn't --- did not--- Example: We didn't visit Rome. We went straight to

Florence.

doesn't --- does not--- Example: He doesn't play golf.

don't --- do not--- Example: They don't like cheese.

hadn't --- had not--- Example: I hadn't thought of that!

hasn't --- has not--- Example: She hasn't telephoned yet.

isn't --- is not--- Example: She isn't listening to you.

needn't --- need not--- Example: You needn't worry about that.

wasn't --- was not--- Example: I wasn't joking when I said that.

weren't --- were not--- Example: They weren't invited to the party.

won't --- will not--- Example: I won't be able to attend the conference.

PKU3105 Structural Analysis

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