Content/Subject: Reading/ELA Lesson Title: How to Decode Multisyllabic Words

Name: Brittney Burrows

EFFECTIVE INSTRUCTIONAL DESIGN – STANDARDS-BASED LESSON PLAN

Standards CCSS CCSS.R.FS.3. c.

3. Know and apply grade-level phonics and word

Analysis skills in decoding words.

c. Decode multisyllable words.

CCSSR.FS.3. a.

3. Know and apply grade-level phonics and word

analysis skills in decoding words.
a. Use combined knowledge of all letter-sound
correspondences, syllabication patterns, and
morphology (e.g., roots and affixes) to read
accurately unfamiliar multisyllabic words in
context and out of context.

Objective/Target and I can statements – Objectives/Targets and I can statements...

written in student friendly language TSW decode multisyllable words using the ZAPS
strategy.

I can decode a multisyllable word using ZAPS.

Formative Assessment…
The students will demonstrate understanding by
decoding four multisyllable words using the ZAPS
strategy.
Understanding will also be observed by various checks
for understanding throughout the lesson.

Lesson Management: Focus and Hook- Write a long multisyllabic word on the board and
Organization ask, “Have you ever come across a long complicated
looking word, and have no idea as to go about reading
it?” “Today I am going to teach you all a way to decode
words like these, so that you can use the strategy in
your own reading.”
Develop understanding by developing an anchor chart
as a class.
 Practice by going through the ZAPS strategy for a few
words as a class.
Practice by doing a few on their own.

I will do my best to compliment to correct student

behavior when needed.

Introduction: Creating excitement and 1. Today we are going to be learning how to

focus for the lesson target decode words, so they are easier to read! The
reading strategy we are going to learn today is
called ZAPS!
2. This is an important strategy to learn because it
will help you read tricky words that you come
across in your own reading.
3. Before we start to learn how to use this new fun
ZAPS strategy, we need to review affixes,
vowels, and vowel teams to find out what we
already know, and clear up any confusion.
4. After we review, I will tell you all about the new
ZAPS strategy, why we use it, and I will show
you how we use it!
5. Then we will practice together before you get
time to practice on your own.

Input: Setting up the Lesson for Student 1. Task Analysis:

Success Introduction
Review
Anchor chart/Model “I do”
Check for understanding
“We do”
Check for understanding
“You do”
Review
Closure

2. Higher Level Thinking: Revised Bloom’s or Webb’s

D.O.K. Questions to engage students’ thinking:
Remembering: What are the steps in ZAPS?
Understanding: Highlight vowel teams.
Applying: Using ZAPS to decode multisyllabic words.
Analyzing: How do we use ZAPS?
Evaluating: What is a multisyllabic word?
 Creating: Write your own multisyllabic word.
3. Accommodations; differentiating to meet student
needs
The practice words on the worksheet are leveled from
very easy to hardest to differentiate and meet student
needs.

4. Methods, Materials, and Integrated Technology

Anchor chart paper
Assessment sheets
Highlighters
Pencils

Modeling: “I DO” “Alright I am going to do one to show you how to use

Z- Zigzag under known prefixes and suffixes I would write a multi-syllable word like
A- Accent known vowels and vowel teams
with a highlighter
P- Pull each underline to form a chunk
S- Say the word!
this strategy.”
CONSTRUCTION on the board.
“Look at this word…that’s a pretty big word... Well, I’m
going to use ZAPS to help me figure it out. First I need
to do Z, ‘zig-zag under all known prefixes and suffixes’.
Well I know that -tion usually is the ending to a word, or
a suffix, so I’m just going to put a little zig zag under
that. I also know that con- is a prefix, so I’m also going
to put a little zig-zag under that… now I think that’s it for
those. So on to the next step, A, ‘accent known vowels
and vowel teams with a highlighter.’ So I’m just going to
take a highlighter and look for my vowels and vowel
teams… I already have the O at the beginning of the
word taken care of because that’s part of my prefix, and
so is my IO at the end because that’s part of the suffix.
So I’m looking for another one, and I see the letter U
and it’s between two consonants, an R and a C so
that’s a nice closed vowel, so I’m just going to highlight
that. So now I’m going to do P, and pull each underline
into separate chunks. So I have my affix, CON and I
have my closed vowel team RUC and I have my suffix
TION, and I have a couple extra letters in there just an
ST combination but I know that, and I’m just going to
add it to my vowel team. Now I do S, and I say the
word. So I have CON STRUC TION, construction.”
Checking for Understanding:
Guided Practice: “WE DO”
Checking for understanding-
Partner share
Rate how comfortable you feel using the ZAPS strategy
on the back of their practice worksheet from 1-4, 1
being “not at all” and 4 being “I could teach someone
else.”
During “we do”-
ask students “If I need to accent known vowels with a
highlighter, what letters should I highlight in this word?”
“Okay so let’s try one together. Let’s do this word”:
DEMOCRACY
Okay, what is the first step in our strategy?”
(Student responds with zig-zag underneath)
“Good work, I’m going to zig-zag underneath that. Now
let’s see, with this one there doesn’t seem to be a
suffix, so what’s my next step?” Pause
(Student responds with accent the vowels and vowel
teams with a highlighter)
“Alright, great. I need to accent my vowels and vowel
teams with a highlighter. What are some of the vowels
or vowel teams we know about?” Pause
(Student lists off some vowels and vowel teams…)
“Oh lovely we know a lot of those don’t we? How many
vowels are in the rest of the word that we haven’t
already underlined?” Pause
(Student responds with O)
“Okay good, there is an O up there. Is that O by itself or
is it a vowel team?”
“M O C combination makes a nice closed vowel team.
What’s another one, is there another vowel or vowel
team up here?” Pause
“Okay good you are saying that this A is in a vowel
team with R and C is a vowel team with Y. Good work.
Do we have any other vowels or vowel teams up there?
No? Alright what is our next step?” Pause
(Student says we pull the chunks of the word out)
“Okay great, can you give me a chunk?”
(Student says DE)
Write DE “Okay, give me another chunk”
(Student says MOC)
Write MOC “Give me another chunk”
“ Is there another chunk we need to pull out?”

Collaborative (“YOU DO TOGETHER”)
and/or Independent Practice (“YOU DO”)
Closure
(Student says -cy)
“Okay Y is our last chunk, great thank you. Do we have
all of our chunks now?” Pause
(Students say yes)
“Perfect, so what is our last step?” Pause
(Student says say the word)
“We say the word, yes. Say it with me DE MOC RA CY,
democracy. Good work everyone.”
“Now it’s your turn! Here is your word”:
AWFUL
Observe as students work on their own to use the
ZAPS strategy. Reinforce them by asking guiding
questions to those who are stuck, if you find several
people who are stuck at the same point bring attention
to it by asking the whole class what the step is. For
Example:
“Alright I notice a couple of you are having trouble
figuring out the second step. What is the second step?”
Pause
(Student says accent vowels and vowel teams)
“Great! Did everyone hear that? You need to accent the
vowel or vowel teams with a highlighter. What are some
vowels and vowel teams?
(Student answers)
Be sure to ask students what they know about certain
parts of the word. Encourage them to use what they
know to help them figure it out. Use mispronunciations
as teachable moments – always thank students for
saying something incorrectly, because it gives you the
opportunity to adjust your teaching and help their
thinking.
Review I can statement by saying, “Now that we have
spent some time practicing, we should now be able to
say ‘I can decode a multisyllable word using ZAPS.’”
Tell the students to look for words in their own reading
that they could use the ZAPS strategy to decode and
read. Ask them to find at least one in their book clubs
and write it on a sticky note as a stop and jot.
Assessment Assessment will be a sheet with 5 multisyllabic words
for the students to try on their own.

Very Easy Word Awful

Easy Word Concrete
Hard Word Imagine
Harder Word Intersection
Hardest Word Operational

Reflection: for every lesson - questions to

ask yourself after the lesson

Name:
Z- Zigzag under known prefixes and suffixes
A- Accent known vowels and vowel teams with a highlighter
P- Pull each underline to form a chunk
S- Say the word!

1. Awful

2. Concrete

3. Imagine

4. Intersection

5. Operational