DISSECT

**DISSECT**

**Content** The students will be taught multisyllable vocabulary words. They will learn how to individually identify and decode the words without assistance.

**Grade Level** This strategy can be used for students grades K-12. However, it proves very effective with students in the Special Education classroom grades 6 through 12.

**Curriculum Standards** RLA.O.6.1.2 use root words, prefixes and suffixes to understand words, change word meanings and generate new words appropriate to grade level. RLA.O.6.1.3 use a variety of strategies to increase grade-appropriate vocabulary (e.g., etymology, context clues, affixes, synonyms, antonyms). RLA.O.7.1.2 use Greek and Latin roots, prefixes and suffixes to determine the meaning of words, understand words, change word meanings and generate new words appropriate to grade level, recognize that knowledge of the origins and history of word meanings enhances understanding of a word’s meaning. RLA.O.10.2.10 select revision and editing strategies to correct errors in and improve organization, content, usage, mechanics and spelling. In the proofreading process, integrate the use of
 * dictionary
 * spell check
 * thesaurus
 * style sheet or guide

**Description of Practices** 1. **D**iscover the Context 2. **I**solate the Prefix 3. **S**eparate the Suffix 4. **S**ay the Stem 5. **E**xamine the Word 6. **C**heck with someone 7. **T**ry the dictionary
 * Skip the word and use context clues to figure out the word.
 * If context clues do not help, take off the prefix to see if they recognize the rest of the word.
 * The same as in step 2 only take off the suffix to see if the student recognizes the root word. If they do not move onto the next step.
 * If the students read the root word and do not know what it means or how to say it they need to go to the next step.
 * Divide the word into parts that are easy to pronouce. (Here are some tricks).
 * If it starts with a vowel... divide it off into two letters at a time.
 * If it starts with a consonant... divide it off into three letters at a time
 * Example: (look what happens when there was a vowel in the middle)
 * Man nan im ous
 * Ask someone for assistance.
 * If someone is not available to help, use a dictionary to help.

**Implementation Considerations** I believe if a teacher devoted a few lessons to the context clues, prefix, suffix, root words, and dictionary then showed the students how to use this strategy this could work in a general education or special education classroom. I believe it is a great idea to help students become more independent. They need to be able to decode words on their own when they are at home, once they go to high school, and even beyond. This strategy would be a great start for students who are struggling and constantly need the help of teachers to get on the road to independence. **Example** Research to Practice Brief This website provides information on DISSECT and statistics about how much decoding increase students comprehension. It also gives you external links to some other websites for some more reading resources and strategy instruction if you are interested!! **Citation** Corley, Wanda. (2002, June 22). A word identification strategy for middle and high school students // The Free Library //. (2002). Retrieved February 12, 2012 from [|http://www.thefreelibrary.com/A word identification strategy for middle and high school students.-a089970438]  Bremer, Christine D. Clapper, Ann T. (2001-2010). //Research to Practice Brief.// Improving Secondary Education and Transition Services through Research //December 2002. Vol. 1, Issue 4.// Regents of the University of Minnesota. []

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