At-a-Glance Words
Improving Word Recognition
Stage of Literacy Development:
Stage 0: Foundation for LiteracyStage 1: Beginning Literacy
Stage 2: Consolidation / Fluency
Ages:
4-9
Grade Range:
K 1st 2nd 3rdFood Groups:
Primary:
Spelling & Word Study, Reading Fluency & Expression
Activity Description
Preparation:
- Select a passage to be read in class
- Consider which words may present decoding difficulties for students, given their prior knowledge
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Decide what kinds of questions to ask students when discussing difficult words, and anticipate students’ responses
- For example: for the word “cycling”, you could ask, “what other words end in ‘ing’?”
Implementation:
- Read the passage aloud to students
- Isolate difficult words by writing them on the chart paper for the students to see
-
Discuss with students how they will figure out each word
-
Discuss strategies such as using background knowledge to decipher new words or breaking words into known parts
- For example, for the word “cookies”, break it into “cook” and “ies” and then also write “look” and “took” on the chart, bringing attention to the fact that these words rhyme and have similar spelling patterns
-
Discuss strategies such as using background knowledge to decipher new words or breaking words into known parts
- Allow students repeated opportunities to practice reading and pronouncing each word
-
The chart may be hung in a clearly visible place in the classroom
- To allow for regular review, and to provide students with the opportunity to refer back to the new words
Adaptations For
English Language Learners/ESL:
- Show illustrations that correspond to challenging vocabulary
- Allow students to draw associations to words in their first language
LD/Reading & Writing Difficulties:
- Reinforce learning in a small groupsAllow opportunities for repeated reading
Cultural Appropriateness & Diversity:
- Use culturally diverse reading texts
Differentiated Instruction:
- Provide explicit connections between the word being taught and the pictures in the book
- Peer assisted learning may be encouraged children may quietly discuss the sounds in each word and their meanings with a partner
Related References
Source:
Allington, R.L. (2009). What really matters in fluency: Research-based practices across the curriculum. Boston, MA: Pearson Education, Inc.
Evidence:
Miller, G.A. and Gildea, P.M. (1987). How children learn words. Scientific American, 257, 86-91.
Activity Objective
The goal of At-a-Glance Words: Improving Word Recognition is to help students practice strategies for figuring out new words and to develop fluency through the use of repeated reading.
What You Need
Prep Time:
10 minutes
- Select a storybook passage to read aloud to students
- Select challenging words from story
Task Time:
20 minutes
- Teacher reads passage aloud
- Teacher and students discuss difficult words
- Teacher writes difficult words on chart
Materials Required:
Teacher:
- Storybook
- Chart paper
- Markers
What You Do
Teacher Role:
Direct instruction:
- during read aloud and questioning
Modeling:
- when sharing queries with class
Facilitator:
- while participating in discussions with class
Student Grouping:
Whole class:
- during read aloud, questioning and discussion
Assessment Ideas:
- Use direct observation to assess student understanding through use of each word in a new context
- Ask open-ended questions, and request that children clarify information, to probe students' understanding
Quick Tips
Activity Extensions:
- Have students write a sentence or story incorporating each of the newly learned vocabulary words
- Have students act out these words in small group tableaus
Additional Comments:
- Whenever possible, select big books to allow students to see the words and follow along with the text.
- Newly introduced words may be added to a classroom word wall.
- It is best if you systematically introduce strategies that students can use to figure out words they don't know, model how to use these strategies, and give students lots of practice with each one.
Other Adaptations/Modifications:
- Allow children to collaborate with other students
- Provide lots of opportunities for students to review and practice the new words
