Activity Description

Preparation:

1.  Prepare word cards:
         a.  Compound words as well as their constituent words should each be written on separate cards or pieces of paper
            •  For example, “foot”, “ball” and “football” are all written on separate cards
         b.  Each card should have the word printed at the bottom and an accompanying picture
         c.  There should be approximately 10 sets of cards (30 cards total, for 10 compound words and their constituents)
2.  Affix either magnets, tape, Velcro, or sticky tack to the back of each card
3.  Write the equation (___ + ___ = ___) on chart paper or the blackboard

Implementation:

1.  Review the concept of compound words
         a.  For example, use a memorable phrase such as "Take two words, put them together and make one bigger word!"
         b.  Gestures can also be added to this memorable phrase
2.  Select a compound word card
         a.  Repeat the word several times, emphasizing the two smaller, constituent words in the compound word
         b.  For example, "Hamburger. HAM --- BURGER. What two words make up the word hamburger?"
3.  Place the compound word in the last position on the written equation (For example, ___+___= hamburger)
4.  Select a student to choose the two words that form the compound word
         a.  Encourage the student to use the pictures on the cards as clues
         b.  When the student has successfully selected the correct two words, ask the class to repeat the "equation" with hand gestures
         c.  For example, "We have ‘ham’ and ‘burger’. Let’s do it with our hands. Ham...burger...hamburger!”
5.  Prompt students to repeat the strategy
6.  Repeat the activity for the remaining compound words

Adaptations For

English Language Learners/ESL:

- Use simple, basic and repetitive language during the lesson
- Ensure that you point to words and pictures as you read or say them

LD/Reading & Writing Difficulties:

- Use only picture cues to scaffold students struggling with reading the word cards

Cultural Appropriateness & Diversity:

- Ensure that the words selected are culturally inclusive and relevant to all students

Differentiated Instruction:

- Students may work in small groups or partners on this activity during free play or centres

Related References

Evidence:
Zhang, J., et al. (2010). Cross-language transfer of insight into the structure of compound words. Reading and Writing, 23, 311-336.