Word Within Word

[Tancredo Dori]

Ineed some help! I am trying to add a substring before and after certain words I'm searching for. The formatting of the original text should remain the same. It however need to identify all the different format variations of the word and add the substring to all of them.

String - "Thank you Alteryx for an amazing platform for Data Analysis. I am new to the data world, but am enjoying to learning experience. The problem with DATA is that it's in everything, it's dynamic, it's unstructured and difficult for an untrained process to understand. However, the better you structure the process, the better it will understand the data."

Result - "Thank you Alteryx for an amazing platform for _Data_ Analysis. I am new to the _data_ world, but I am enjoying to learning experience. The problem with _DATA_ is that it's in everything, it's dynamic, it's unstructured and difficult for an untrained process to understand. However, the better you structure the process, the better it will understand the _data_."

I believe the best way to approach this could be to use the find and replace. With the find and replace we can input a reference table with the changes to be made and make it case sensitive. There are logics you can also do with the formula tool, but i believe they would be more time consuming.

The closest thing I could find from my search was the term "kangaroo word", which refers to a word that contains the letters of its synonym, in the correct order (though not necessarily consecutively).

I am currently using "substring" as a substitute in my essay. Unfortunately, "substring" applies to any selection of consecutive characters from the containing word, and doesn't convey the fact that the subset is a complete English word.

There is a historical "question" on ELU about Matryoshka words (matryoshka is a Russian doll which contains identical smaller dolls) which might provide a term to use, although that would be easier to apply to the long word rather than the substring.

It seems that kangaroo word is rather apt, but it's extremely limiting to apply it to a word containing self-synonyms. I see no reason why you should not use joey word to describe the short word which is included in the longer one. You might need to explain why you have chosen "joey" as it may not be obvious that it's the term for a baby kangaroo; and if you use it as an ordinary noun you may need to set it off in italics to indicate its technical use:

Words made up of other words completely or mostly unrelated to the meaning of the word they comprise. Compound words such as patchwork, townhouse, pathway, oversight etc., which, together, create the words meaning, don't qualify. For related words-within-words lists, see my Kangaroo Words and Kangaroo Words 2.

To be clear, I'm not asking about cases where the words are clearly etymologically linked. Like "fire" and "firefighter" or "link" and "linkage". The confusion arises in cases where the words aren't clearly related, but one still entirely contains the other in an unrelated way.

England and island were originally compound words, but in this century, island is a valid clue for ENGLAND. Even land is a valid clue for ENGLAND. And anybody who says you can't say sparrow when ROW is on the table is just trying to cause trouble.

The examples you give are not good examples, because they are, in fact, etymologically related. As GendoIkari says, the rules cite "sparrow" and "row" as an example of two unrelated words. The rules say that "row" being on the table does not bar "sparrow" from being used. However, given that the rules say that clues must relate to the meaning, rather than letters of a word, the fact that "sparrow" and "row" are unrelated means that "sparrow" can't be used as a clue for "row".

When I am working with my word study groups, we discuss the patterns and sounds. First, I model segmenting phonemes. Then, we talk in depth about vowel patterns in words. Students must SEE them, and finally, they must USE them in their reading, writing, and sorting.

The within word pattern stage is a long one. It extends from late first grade to the middle grades in general. Remember that struggling readers as well as learning disabled students may enter or complete the within word stage later than the norm. However, ALL students work through the stages in the same order and at their own pace.

Word sorts are what we call the spelling lists. To ensure that students master the patterns, sorts are organized in a spiraling fashion where the student compares known patterns to the unknown. This is important because there is constant reinforcement of prior teaching which solidifies understanding. Word study knowledge should be applied to reading and writing.

First of all, we begin the within word stage, with the CVCe pattern and contrast them with short vowel patterns because we compare to known skills. Since kids need concrete examples, you want to use both pictures (which focuses attention on the sounds) and word cards (which reveals the spelling patterns). As you work with word cards, include a sort that compares the sounds (such as short A and long A). Once the CVCe pattern is understood, the next step is to work on other long vowel patterns such as A-E, AI, and AY.

Below is a suggested sequence for the study of common vowel patterns:

*When* you teach R controlled vowels is really teacher choice. Some prefer to teach r controlled vowels after teaching the CVCe pattern. Personally, I choose to focus on all of the long vowel patterns before I work on r controlled vowels. I find that comparing /ar/ to CVC and long vowel patterns makes the sound more distinguishable. If you prefer teaching simple r controlled patterns before other long vowel patterns, then you could follow these comparisons.

Further study of consonant sounds will take place in this stage. Complex consonant clusters include three types: (1) three-consonant blends (scr, tch), (2) two-consonant units that result in the sound of one sound (ck, kn, gn), and (3) consonant/vowel units (dge). Vowels are influenced not only by silent vowel markers, but by consonant markers. For example, CK follows ONLY short vowel, and students learn that silent E can mark not only vowels but consonant sounds. E marks the letters G and C to form the soft sound in words. Here is the focus for this feature.

Another confusing term is the digraph blend. A consonant digraph attached to another consonant such as thr or shr is a digraph blend. The digraph makes one sound and the consonant makes another sound. Did you know that the digraph wh can only come at the beginning of a word and the digraph ck can ONLY come after a short vowel and at the end of a syllable or word. These are important facts to teach.

Additionally, there are a few important rules with our soft consonant sounds. The letter g will make the sound of /j/ and c will make the sound of /s/ when followed by e, i, and y. If the letters a, o, or u follow g and c, you hear the hard sound. This was a big ah-ha moment today with my tutoring student. She had no idea. She quickly rattled off example words to me, so truly, this is good stuff!

The next feature to work on includes ambiguous vowels and diphthongs. Ambiguous vowels are vowels other than those influenced by r that are neither long or short. First, students compare words with the same sound, but different spelling patterns. For example, you might sort words like caught and raw. AU and AW sound the same, but follow different patterns. Additionally, students contrast words with the same pattern, but that have different sounds like foot and moon.

First of all, we do have important talking points to include with this feature. These vowel digraphs or diphthongs cannot be separated. The sounds are stuck together and the two vowels make one NEW sound separate from their individual sound like consonant digraphs.

Remember that the sort is a key part of the word study process. On day 1, you must use direct instruction to explain, model, and practice the sort. Make sure that your students can read all of the words chosen for the sort and that they know the meanings of the words. Once the sort is understood, you can choose from other sorting options such as:

Push it-Say it is another great activity. You can build words with magnetic letters or word chunks and read in chunks. I like using this activity because students can look for chunks in their reading and with longer words. Even though words in this stage are one syllable, students are normally able to read some 2 and 3 syllable words and recognize patterns within them.

Studying the configuration of words using Elkonin boxes is another option for making words. For students who are tactile learners, Elkonin boxes can be helpful. This might be an activity done for independent practice.

Another great post on word study! I had never really considered staggering the start of each of my study groups. It makes sense that you can really take the time to teach one group at a time and add the others in. Such a simple suggestions yet it is very meaningful and helpful!

Teaching Tips and Treasures

I find those introduction days are longer sessions and focused instruction on the patterns is very important. I never want to short change that, so staggering them makes it easier for me to address that need versus feeling rushed.

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I have a Russian Cyrillic word within an English LaTeX document, and I have the texlive-full TeX distribution installed to process it. The Russian word should be in bold text, but it is too faint. The English font is "Tex Gyre Schola" which seems bolder than average to my eyes, and so I would like the Cyrillic word to come in bolder for a better match to the English font.

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