This will help students as well as teachers develop an inventory of books that will motivate students to read more often because of the level of engagement.Ģ. One point that was mentioned in Richard Allington’s video on Fluency and Word Study, he indicates that students must be able to assess if books were easy or difficult to read. The books must be diversified with text that matches the level of student’s conceptual development and understanding. The library must consist of different text that matches the level of reading proficiency of the students within the classroom. The library created within the classroom must consist of several types of books at different Lexile levels. How can you ensure that your struggling readers have access to texts they can easily read?Īs an educator, one of the ways to ensure that struggling readers have access to text they can easily read is by creating classroom libraries. Professor Allington states that vocabulary as well as fluency should be pulled from the text and not a stand alone assignment.ġ. These words will be drawn from the primary text of study within the class. I will also include vocabulary charts as well as include vocabulary words each week to build a working vocabulary list for students. When students make connections, they are more invested in the lesson. I have observed that students are more engaged when they are able to make connections to their own lives and culture.
Secondly, I will foster an environment where students can make text-to-self connections. The first being context clues to support decoding of vocabulary and comprehension of the text given.
#WORDIFY MEANING HOW TO#
Based on Professor Allington's comments and the classroom examples, what are some ways you might foster word study in your classroom?īased on professor Allington’s comments and classroom examples, there are several ways that he mentions how to foster word study within a classroom. In fact I might test out its implication on my younger cousins for practice purposes.ģ. As I am observing, I have never seen this decoding of word strategy being used, I will most certainly implement it within my classroom. It also depends on which tier the words fall under. This decoding strategy can be used with words that students are unfamiliar with. The teacher teaches the student how to break the word down into smaller chunks to be able to pronounce those smaller chunks and once that is complete, the student can then put the word back as a whole for its complete pronunciation.
How do you teach your students to "chunk" words as a strategy for decoding unfamiliar words? When do you provide this instruction?Ĭhunk word is a strategy used for decoding unfamiliar words. For example, deoxyribonucleic acid (DNA), Stratosphere, paleontology, segregation, sectionalism.Ģ. These words are specific to the area/content of study and in some cases are not used outside of the content area. The third tier of words are domain or content specific words. Examples of such words are devoted, compliment, anxious etc. The second tier of words are words that appear in the text. The first tier is familiar words and these are words that students use repeatedly, such as, jump, skip, sing etc.
Professor Allington referred to three levels of words and based on the description of each tier decides which words to teach. Explain the three levels of words and how you can use word levels to decide which words to teach.
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