Activity Description

Preparation:

1.  Prepare Word Attack poster
   1. Write the heading “Attack That Word”
   2. Below the heading write the following questions as subheadings
      • “Is there a small word hiding in a big word?”
      • “Is there a suffix?”
      • “Is there a prefix?”
      • “Is there a compound word?”
      • “Do you see a word part you already know?”

Implementation:

    1.    Introduce the activity with the Word Attack song
             a.   Sing “It’s time. It’s time to attack the word. You are the people who can do it”
    2.    Refer to the Word Attack poster and read each subheading
             a.   Remind students about strategies for decoding words in which they may already be familiar   
             b.   When reviewing each subheading emphasize each strategy by using 2 or 3 examples        
             c.   Encourage students to share how they can use each strategy
    3.    Write a new word on the board
             a.   Refer to each question from the Word Attack poster to help the students decode the word
    4.    After decoding the given word emphasize the fact that the students have just attacked a word
    5.    Model 2 or 3 more words using the poster and strategies as a guide

Adaptations For

English Language Learners/ESL:

- Include a visual cue for each strategy
- Prior to the activity, pre-teach each strategy and model examples for student
- Use gestures or body cues to which student can associate each strategy

LD/Reading & Writing Difficulties:

- Present the information visually by posting a visual cue beside each strategy
- Prior to the activity, pre-teach each strategy and model examples for student
- Meet with student on a regular basis to review and apply each strategy

Cultural Appropriateness & Diversity:

- Choose words that are culturally inclusive

Differentiated Instruction:

- Provide students with a variety of strategies from which to choose and emphasize the idea of choosing the strategy that works best for each student

Related References

Evidence:
Nation, K. & Snowling, M. J. (1998). Semantic processing and the development of word-recognition skills: Evidence from children with reading comprehension difficulties. Journal of Memory and Language, 39, 85-101.