1.
Explain the three levels
of words and how you can use word levels to decide which words to teach.
The first levels of words are familiar words, which helps
teach students any connections or words that are in their basic vocabulary. The
second tier words would be words that are made up in print or other outside
resource and example of this would be like election or democracy because of the
news discussion with the current election. The last tier words would be high
technical words that are outside words that core content teachers are able to
define.
2.
How do you teach your
students to "chunk" words as a strategy for decoding unfamiliar
words? When do you provide this instruction?
To
teach students how to “chunk” words as a reading strategy for decoding
unfamiliar words is how in my observation classroom we go ahead in our
learning. This weeks word we have been reading the social studies term
“specialization” and students had a tough time looking at the word because of
how big it was. The way I handled it was writing it on the Smart Board and
blocking the part of the –ization only uncovering special, which students were
familiar with. The students are always assigned reading and we instruct them to
write down the words they were confused in the text.
3. Based on Professor Allington's comments and the classroom
examples, what are some ways you might foster word study in your classroom?
A way to foster word study in the
classroom provided from the film and my experience in the classroom is the
construction of a word wall. This would provide students to build it on the
four dry erase boards we have in our classroom in order for them to construct
vocabulary. Having students to take risk is what provides them to build
confidence and fluency. These are ways I would provide word study in my own
classroom once I begin to have my own classroom.
