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AFTER READING
Generalization
OBJECTIVES
Generalization A compound word is a word made up of two or more shorter words.
  • Use word parts to decode compound words.
  • Review the syllable pattern C+le.
  • Blend and read compound words and words with syllable pattern C+le.
  • Apply decoding strategies: blend longer words.
ELL
Support Phonics In many Asian languages, words are only one syllable. Speakers of these languages may need extra practice with the concept of compound words. Point out examples of compound words as you are reading and encourage students to bring in examples they find in their daily reading. For Spanish speakers, offer examples of compound words in Spanish, such as rascacielos (skyscraper), abrelatas (can opener), and espantapajaros (scarecrow).
See the Phonics Transition Lessons in the ELL and Transition Handbook.
Practice Book
Practice Book 3.1 p. 79
with | without Answers
Generalization
Generalization If a word ends in a consonant plus -le, those three letters usually make up the last syllable of the word.
Vocabulary Tip
You may wish to explain the meanings of these words.
griddle heavy, flat pan on which to cook food
scuttle to hurry away
cubicle a private work space surrounded by short walls
cuticle the hard skin around the sides and base of a fingernail or toenail 
Phonics
Phonics
Compound Words
TEACH
Write the words homework and earthquake.
  • What two short words make up the longer word homework? (home and work)
  • What is the meaning of each shorter word? (Home means "the place where
    you live," and work means "a task or job.")
  • What do you think the longer word homework means? (A task that you do in
    the place where you live)
Think AloudMODEL A long word like earthquake seems hard at first, but when I look
more closely, I see that earthquake is a compound word. That means it
is made up of two shorter words, earth and quake. I know earth and I
think quake means "shake," so it's easy to figure out that an earthquake
is a movement of the ground.
EARTH QUAKEModel blending earthquake. Then
have students blend the word with you.
Review Word Parts
REVIEW SYLLABLE PATTERN C+le
CONNECT Write this sentence: The bugle sounded the wake-up call.
  • Last week, we studied the syllable pattern C+le.
  • Read the sentence to yourself. Raise your hand when you know where
    to divide the word bugle.     (bu/gle)
PRACTICE AND ASSESS
DECODE LONGER WORDS Have individuals read the following words. Provide
help chunking and blending the words as needed.
  article spectacle cubicle cuticle
  giggle scuttle paddle griddle
  wriggle puddle noodle struggle
READ WORDS IN CONTEXT Have students read these sentences. Then, to
check meaning, have them give their own sentences for the underlined words.
The turkeys gobble softly every morning.
We took a shuttle from the parking lot to the stadium.
I carried a bottle of water in case I got thirsty.
To assess, listen for correct pronunciation of the underlined words.
PRACTICE AND ASSESS
DECODE LONGER WORDS Write these words. Have students read them and
draw lines between the two shorter words that make up the compound word.
  playground classmate placemat doorstop
  housefly raindrop eyelid thunderstorm
READ WORDS IN CONTEXT Write these sentences. Have individuals read
them, point out the compound words, and define the compound words by defining the shorter words that make up the compound.
The peddler was pushing a handcart filled with fruit. (hand and cart ; a cart
pushed by hand)
He tripped on his own shoelace. (shoe and lace; the string you use to lace
your shoes)
I like the outdoor, swimming pool. (out and door; not inside)
To assess, have students look through the selection and find at least 3 examples of compound words. (everything, sunglasses, anything)