Examples: structural analysis-root words, prefixes, suffixes

A. Use word solving strategies to read unknown words at current independent and instructional levels

1. word "chunks" or parts (AL COS) example: "mark," "remark," or "able," in remarkable
2. inflectional endings such as -ed or- ing (AL COS)
3. possessives and contractions (AL COS)
4. blends
5. syllabication

Guided Comprehension: Knowing How Words Work Using Semantic Feature Analysis
A majority of students in grades 4 to 6 are beyond decoding instruction and need more assistance with comprehension to help them become successful, independent readers. Strategic reading allows students to monitor their own thinking and make connections between texts and their own experiences.

An Alternative to Testing: "Miss Alaineus: A Vocabulary Disaster"      
 In this lesson, students see how fun it can be to play with words through a shared reading experience with the text "Miss Alaineus: A Vocabulary Disaster." Students brainstorm a list of vocabulary terms modeled after the text. Then, based upon that list of terms, students develop concrete ways to illustrate these terms. The presentation of terms can be in the form of a parade, or a video, which plays during parent conferences or open house.

Sort, Hunt, Write: A Weekly Spelling Program
This lesson provides a way for teachers to help students learn and develop understandings of new word patterns. Students work with their spelling words in a variety of ways, using words in context, sorting them into categories, editing texts, and more. They have opportunities to work individually, with partners, and in small groups as they learn their new words.
 

RSVP: Root Specific Vocabulary Puzzles:  Puzzles to teach root specific vocabulary.

Bill Klepper, Fat-Cat Wheeler-Dealer Billionaire:  Your students will enjoy this silly story about wealthy Bill Klepper — and they’ll learn a lot about prefixes and root words.

Bingo Lingo:  This PDF file is a bingo style game to practice root words.

Script For Word Attack:  This site offers tips for developing word attack skills.

Suggestions for English Language Learners (ELLs):
(E/B=Entering/Beginning, D=Developing, E=Expanding) 

E/B: Read one's own writing and possibly some simple, brief narrative texts and begin to produce phonemes appropriately; D: Read simple narrative and expository texts with some elements of appropriate voice and expression; E: Read narrative and expository text with appropriate timing, voice, and expression.
E/B: Recognize and produce English phonemes students already know and morphemes in simple phrases and possibly sentences; D: Recognize and produce frequently heard synonyms and homographs; E: Understand most frequently heard synonyms, antonyms, and homographs.
D: Identify similes and metaphors in simple literature; E: Explain use of figurative language (i.e. similes, metaphors).
E: Understand roots and affixes to derive meaning from literature.

 

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