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Teaching Reading: 3-5 Workshop

Fluency and Word Study Put It Into Practice | Fluency and Word Study

Choose Activities

In this section, you will apply what you have learned to your own teaching. The following activities are designed to assist you in developing activities to teach word analysis and vocabulary. Choose one or both of the activities from the list below.


Activity 1 – Teaching Word Parts
In this activity, you will select words that contain a similar word pattern and plan a lesson to teach these words.

Activity 2 – Developing Vocabulary
In this activity, you will choose 8 to 10 vocabulary words from a selection students are going to read and then develop two activities to help students understand and use these words appropriately.

Teaching Word Parts

One of the most effective decoding strategies for students in grades 3-5 is to chunk words into parts. These word parts are meaningful and/or are easily pronounced. They consist of compound words, onsets and rimes, prefixes, suffixes, and inflectional endings. In this activity, you will select words that contain a similar word pattern and plan a lesson to teach these words. When you have finished, save your written work to submit as an assignment.

Before you begin, review the kinds of word parts:

  • Compound words – two words that combine to form a new word; must have the meaning and pronunciation of both words (e.g., baseball)
  • Onsets – all consonants that precede the vowel in a syllable or word (e.g., str in street)
  • Rimes – the vowel and all consonants after it in a syllable or word until the next vowel
  • Prefixes – any syllable attached to the beginning of a word that changes the meaning of that word
  • Suffixes – any syllable with meaning attached to the end of a word that changes the meaning of that word
  • Inflectional endings– a special set of suffixes that change the number, case, or gender when added to nouns or tense when added to verbs

In this activity, you will select words from a text you are using and categorize them based on their similar word patterns. You will then develop a lesson plan for teaching those words for a given pattern unclear that appears frequently in the text.

  1. First, review a text or portion of text you plan to teach.
  2. Select those words that your students may have difficulty reading or understanding.
  3. Categorize the words based on their similar word parts, using the Teaching Word Parts (PDF) chart (an example is given for each component of word structure).
  4. Next, decide which category contains the most words and plan a lesson to teach those words and word parts before or after students read the text.
  5. Develop a lesson plan that addresses the following information:

Modeling and Demonstration:

      • How will you help students to chunk each word?
      • How will you demonstrate the chunking process used to read these words?
      • How will you explain the importance of this strategy to your students?
      • What chart(s) might you construct with your students to support their understanding?

Guided Practice:

      • What instructional strategy or prompt will you use to help students think about other words with a similar pattern?
      • What words do you expect to elicit from students?
      • What tasks will you assign to students to use in groups?
      • How will students practice reading these words rapidly in isolation and in phrases?
      • How will you support struggling readers?

Independent Practice:

      • How will students demonstrate knowledge and use of the strategy in independent reading?
      • What ongoing opportunities will you provide students to practice the strategy?

Assessment:

    • How will you document students’ understanding and use of the strategy?

Developing Vocabulary

In this activity, you will choose 8 to 10 vocabulary words from a selection students are going to read and develop two activities to help students understand and appropriately use these words. When you have finished, save your written work to submit as an assignment.

Effective vocabulary instruction includes multiple and varied exposures to words. Literacy research suggests that teachers choose 10 words each week and provide daily, varied activities for students to practice using those words. Two possible activities involve sentence completion tasks. One is a cloze activity in which students are asked to fill in the missing word with one of the week’s vocabulary words. In the second, students complete a sentence with a phrase that incorporates the vocabulary word and demonstrates understanding of its meaning.

    1. Based on what your students will be reading in the following week, choose 10 vocabulary words you need to teach (Tier 2).
    2. Prepare two activities to help students fully understand the definition and use of the chosen words.
      • Fill-in-the-blank activity: For each of the 10 words, compose a sentence in which the targeted word is omitted. For example, if one of the words you were going to teach is scrutinized, the sentence could be: My calligraphy teacher was such a perfectionist that he _______________ [scrutinized] every stroke I made.
      • Sentence completion activity: For each of the 10 words, compose a sentence that needs to be completed. For example, if scrutinize is the targeted word, the sentence might be: I wasn’t sure whether I was eating chocolate chips or ants, so I _______________ [scrutinized…]. After students have composed sentences either with a partner or by themselves, promote discussion among the class and choose the best sentence(s) so that students more fully understand the uses of the words.
    3. Remember, the goal of these activities is to promote discussion and to foster rich understanding of the vocabulary words.
    4. Develop activities that address the following information:

Modeling and Demonstration:

      • How will you explain the importance of vocabulary instruction to your students?
      • How will you first introduce and define the words?
      • How will you provide or develop definitions that are “student friendly”?
      • How will you introduce the fill-in-the-blank and sentence completion activities?

Guided Practice:

      • How will students work in groups to complete these activities?
      • How will you help generate discussion around each of the activities?
      • How will you support your struggling learners as they complete these activities?

Independent Practice:

      • How will students demonstrate understanding of the targeted words in their independent reading?

Assessment:

    • How will you document students’ understanding and ability to use the vocabulary taught?
    • How will you document students’ understanding and ability to use the vocabulary taught?

Series Directory

Teaching Reading: 3-5 Workshop

Credits

Produced by WGBH Educational Foundation. 2006.
  • Closed Captioning
  • ISBN: 1-57680-815-7

Workshops