Teaching Suggestions
Solve Unknown Words
Emergent (K-1)p.64
Involve students in predicting for meaning through oral cloze. Help students make the connection between illustrations and the text by encouraging them to use the illustrations to predict what might happen next, or by composing text for a wordless book. Model predicting/confirming on the basis of what sounds right. |
Early (1-2)p.76
Teach children to use their prior knowledge and experience as well as context and picture clues to predict, confirm, and self-correct. Help them internalize the key questions (What makes sense? What sounds right? and What it looks like?) through - modelling strategies for attacking unknown words during shared language - engaging students in oral cloze activities - providing feedback to miscues - teaching letter-sound relationships in reading and writing contexts |
Transitional (3-4)p.88
Teach students how to make use of the cueing systems in an integrated way to predict, confirm, and self-correct by helping them learn to internalize the questions of what makes sense, what sounds right, and what it looks like by - modelling these strategies during shared language - engaging students in oral cloze activities - teaching letter-sound relationships (graphophonics) in reading and writing contexts - providing feedback to miscues - providing instruction/intervention in the context of guided reading NOTES I use questionnaires such as the following to encourage students to think about the reading strategies they use. I find such questions and the discussion which follows brings effective strategies to the conscious level and lead to further development. 1. What do you do when you come to a part you don’t understand? Do you ever do anything else? 2. What do you do when you come to a word you don’t know? Do you ever do anything else? 3. Tell or show how you would explain “reading” to someone who doesn’t know how to read. |