Students apply a wide range of strategies to comprehend, interpret,
evaluate, and appreciate texts. They draw on their prior experience,
their interactions with other readers and writers, their knowledge
of word meaning and of other texts, their word identification strategies,
and their understanding of textual features (e.g., sound"�letter correspondence,
sentence structure, context, graphics). |
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A. Introduction-
Immediately before this session, write the following word parts
on the board in a haphazard way: trans, port, able, un, beat, able,
re, consider, ation, de, grad, ation. They should be out of order,
at different angles, and, if possible, in different colors. On another
part of the board, make a chart with the following column titles:
Complete Word, Prefix, Root Word, Suffix, and Meaning.
1. Begin by asking students to look closely at the word parts on the
board and to try to form complete words with them. After a few responses,
explain the chart headings briefly if students are not familiar with
the terms. Start filling in the chart on the board with student feedback,
asking volunteers to say what they think the words mean.
Take students to the computer lab, if necessary, and have dictionaries
available for them. Hand out the Make-a-Word Game Chart. Tell them
that they will be making and playing a card game, but to do this they
need to determine the meaning of each prefix, root word, and suffix
and copy it onto the chart. The websites listed provide most meanings,
with the exception of the root words that can act as words on their
own. 2. Ask students to identify these words (consider, complete,
believe, activate, lax, act), and explain that they will need to look
them up in the dictionary.
3. As students finish, give each of them a copy of the Prefix, Root
Word, and Suffix Study Sheet and have them read the introduction and
paragraph, underlining any words they think have prefixes or suffixes.
Have them write the meaning of the words, without using the dictionary,
below the paragraph. They should try using information from the Make-a-Word
Game Chart to guess if they do not know the meanings of the words.
4. Pass out the Definition Study handout and tell students to match
the words with their definitions, putting the corresponding letter
next to the words. If class time is limited, this can be assigned
as homework.
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