Explain the
three levels of words and how you can use word levels to decide which words to
teach.
I have studied this in my TESOL program as tier words, and the
words were placed in 3 levels as well. As those, words on the first level are
very basic, and do not need explaining or teaching alone. However, words on the
second level are a bit more complex and occur in multiple contexts or domains.
Those words usually occur in mature language situations. Finally, there are the
level 3, very low frequency words that are complex, oftentimes require
explanation, and are often found on specific subjects.
How do you
teach your students to "chunk" words as a strategy for decoding
unfamiliar words? When do you provide this instruction?
As described in the video, students can be taught to divide
words and break them apart. This can be done by tearing the front and back, and
leaving the middle. Work with the middle trying to associate the word and
sounds. Then, students may blend the entire word and see if this helps with the
reading of a complex word.
Based on Professor
Allington's comments and the classroom examples, what are some ways you might
foster word study in your classroom?
Well, Mr. Allington recommended things I already do in my
classroom: I use ward walls, to recognize
words, as they are introduced/covered in our curriculum.
Also, when reading, we work on context clues to try to
figure out the meaning of complex words. This strategy works well with the use
of metacognitive markers as go along with out reading. I fin that the use of
metacognitive markers as we read tends to produce more active readers and note
takers. When we go back to check on the word, I find students have a better
time recognizing and identifying new words.
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