More Prefixes And Suffixes 2007 Creative Teaching Press Pdf
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Editors: Teri L. Reproduction of these materials for an entire school or for a school system is strictly prohibited. Table of Contents Introduction.
There is a widespread consensus in the research community that reading instruction in English should first focus on teaching letter grapheme to sound phoneme correspondences rather than adopt meaning-based reading approaches such as whole language instruction. That is, initial reading instruction should emphasize systematic phonics. In this systematic review, I show that this conclusion is not justified based on a an exhaustive review of 12 meta-analyses that have assessed the efficacy of systematic phonics and b summarizing the outcomes of teaching systematic phonics in all state schools in England since The failure to obtain evidence in support of systematic phonics should not be taken as an argument in support of whole language and related methods, but rather, it highlights the need to explore alternative approaches to reading instruction. There is a widespread consensus in the research community that early reading instruction in English should emphasize systematic phonics.
Prefixes and Suffixes
Editors: Teri L. Reproduction of these materials for an entire school or for a school system is strictly prohibited. Table of Contents Introduction. Prefixes pre- before, in advance. Suffixes -able able to be.
Introduction Many students are good decodersthey know how to read a word by sounding out its parts. But often their comprehension of the words meaning isnt as strong. All of the research in the area of comprehension agrees that a strong vocabulary is the foundation for reading comprehension. In fact, vocabulary is the foundation of all areas of literacylistening, speaking, reading, and writing. Since increasing and developing a students vocabulary will improve his or her overall reading comprehension, research recommends teaching students the parts of words.
Beginning at grade three, the national standards require that students use their knowledge of prefixes and suffixes to determine the meaning of words, and that they use their knowledge of root words to determine the meaning of unknown words within a passage.
They are the meaningful chunks in every word a student reads. Too often, students skip words they dont know as they are reading. This breaks down their understanding of the text. For this reason, students need to learn how to break down the meaningful parts of unknown words so they wont skip them. This is especially important for multisyllabic words. By teaching your students how to dissect words using the lessons in Prefixes and Suffixes, they will learn how to comprehend multisyllabic words, not just decode them.
The activities in this resource incorporate all levels of literacy to maximize the transfer of vocabulary into your students speech, writing, and reading comprehension. Each lesson has four activity pages to teach students new vocabulary and thereby improve their comprehension skills: A take-home Word List with parts of speech to study.
A set of hands-on Vocabulary Sort cards to match up for independent practice. A set of Read-Around Review game cards for small-group review and transfer of what was learned. The definitions are rewritten in this game, so students have to think and apply what they have learned about the meanings of words. This game combines listening, speaking, and reading.
A Vocabulary Quiz using test-prep and fill-in-the blank formats that require thinking, reading, and writing. The questions extend students learning. Getting Started Planning and Scheduling The most important thing to remember when learning anything is review. Ideally, your students will overlearn these prefixes and suffixes, so that they become second nature to them.
Your students will become increasingly more confident in their ability to understand larger words as they become more comfortable with dissecting words and defining the parts of words. The best part is that students will start using the vocabulary words you teach in their oral language and in their writing! The key is incorporating ongoing review activities and games into your everyday curriculum. Adopt the motto New, New, Review in your classroom. This motto is so key to the success of building vocabulary that will transfer to all areas of literacy that this book is arranged in this exact format.
For every two prefixes or suffixes, there is a review test. This serves as an easy way for you to remember that ongoing review opportunities are critical to the transfer of learning. Teach one prefix or suffix each week, which will lead to a three-week teaching cycle. For example, you would teach a new prefix week 1, a new prefix week 2, and review the two prefixes during week 3. The review tests included in this book for each pair of prefixes or suffixes will make this schedule easy to follow.
Read the information on pages 5 and 6 for directions on how to implement each lesson. Use the following Suggested Weekly Plan to help you organize and plan your teaching of prefixes and suffixes and new vocabulary. Suggested Weekly Plan Day 1: Introduce vocabulary in a pocket chart. Pass out Word Lists for students to take home.
Play a game with the new words see page 6. Day 2: Review vocabulary in the pocket chart. Play Vocabulary Sort. Day 3: Review vocabulary in the pocket chart. Play a game with the vocabulary words see page 6. Use the Read-Around Review game cards with small groups. Day 4: Review vocabulary in the pocket chart. Have students make up questions they think will be on the vocabulary quiz.
Day 5: Review vocabulary in the pocket chart. Have students take the Vocabulary Quiz. Teaching a Lesson Word List Days 15 Each lesson begins with a word list of ten vocabulary words that contain the prefix or suffix that is the focus for the lesson. Each list includes the part of speech and the definition for each word.
Send these lists home for students to practice reading with their family. Do the same for each definition. Display these enlarged word cards in a large pocket chart for hands-on manipulation and practice.
At the end of each week, place the cards together on a ring, and neatly store them in a shoe organizer that has clear pockets. Students can play games with the cards independently or with partners. It will make a big difference in their learning! Read each word, and have students repeat it so their pronunciation is correct. Clap the number of syllables while rereading the words again. Read one definition at a time so students can apply logic and deduction to figure out which word it defines.
Vocabulary Sort Day 2 Following the list of prefixes or suffixes and their definitions is a list of the same ten words and definitions mixed up and arranged on cut-apart slips of paper.
This activity is intended to provide hands-on practice with the words. You may want to laminate the cards for greater durability. Have students independently match the words and definitions. Invite them to check their work by referring to their word list. Have students add sets of cards to this collection all year long.
At least once every two weeks, give students time to match up all of the prefixes, suffixes, and definitions they have learned. Although this will be challenging, the review will enhance students vocabulary as they continue to use words they learned in previous lessons. Read-Around Review Days 34 This set of cards includes definitions for all ten words that broaden the definition and apply more specifically to a practical context.
Use these cards to play an interactive game with your students. Cut apart the cards, and laminate them. Place each set of cards in an envelope, and write the title e. Give each group a set of cards so that each student has several cards. Read aloud each students cards, and then have students silently read their cards at least five times.
Discuss each question and corresponding answer so students are familiar and comfortable with all the cards. Tell the group that the student who has the clue card that says I have the first card will begin the game by reading aloud his or her card. After the first card is read aloud, have the student with the answer to the clue read aloud his or her card.
Tell students to continue until they get back to the first card. The game ends after a student reads Who has the first card? Have students use these cards for ongoing review, reading different cards each time they play.
Games Days 1, 3, 4, 5 q Around the World: Display the words in a pocket chart, and hold the definitions in your hand.
Have students stand in 25 lines behind each other. Read a definition. The first student to say the matching word moves to the back of the line. Continue until each student has had several turns. This game is terrific for review weeks when you can use many different sets of prefixes or suffixes. Store cards on rings for easy flipping. Have students draw lines to make a 4 x 4 grid of boxes three lines across and three lines down. Tell them to write the vocabulary words and prefixes in any boxes they want as you say the words.
Say one word at a time. Have students repeat it. Spell it out for them to write down by syllables. Include words studied in previous lessons for ongoing review. Students love having a free space on their board! Invite two students to go up to the pocket chart. Give each student half of the definitions or words. Set a timer, and say GO!
Written by Trisha Callella
Drawing on research-based principles of vocabulary instruction and multimedia learning, this article presents 10 strategies that use free digital tools and Internet resources to engage students in vocabulary learning. The strategies are designed to support the teaching of words and word learning strategies, promote students' strategic use of on-demand web-based vocabulary tools, and increase students' volume of reading and incidental word learning. An eVoc strategy is an electronic or technology-based strategy that teachers can use to develop students' vocabulary learning and interest in words. We use the term eVoc both to highlight that the strategies rely on digital tools and resources and to suggest the evoking of learning potential that is possible when technology and media are part of the instructional mix. As literacy educators, we need to use the tools that 21st-century technologies afford us International Reading Association, In , we can assume that access to information and communication technologies ICTs will continue to improve with the increased availability of inexpensive mobile devices and the U.
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Vocabulary plays an important part in learning to read. For example, when a beginning reader sees the word dog in a book, he begins to sound it out. When he realizes that he is very familiar with the word dog , he reads it with confidence. But what if the child comes across the word yak in a story? If he has never heard of a yak, he may try to sound out the word, but may then begin to second guess himself. Is this a real word? Have I decoded it properly?
Callella - More Greek and Latin Roots
More Index. E-ISSN : Ahsanah, Finaty. Surabaya: PPs Unesa. Christianti, Martha.
Reproduction of these materials for an entire school or for a school system is strictly prohibited.
Structure of Paper
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Нет, я… - Слушайте, я знаю, зачем вы пришли! - Старик попытался сесть в кровати. - Меня не удастся запугать. Я уже говорил это и могу повторить тысячу раз - Пьер Клушар описывает мир таким, каким его видит. Некоторые ваши туристические путеводители старательно скрывают правду, обещая бесплатный ночлег в городе, но Монреаль тайме не продается. Ни за какие деньги.
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Отчаянное нажатие на кнопки неосвещенной панели ничего не дало: массивная дверь не поддалась. Они в ловушке, шифровалка превратилась в узилище.
Что. - Я вызываю агентов безопасности. - Нет, коммандер! - вскрикнула Сьюзан.
Ежедневно тысячи сообщений и разговоров перехватывались и посылались экспертам АНБ для дешифровки. Разведданные, поставляемые агентством, влияли на процесс принятия решений ФБР, ЦРУ, а также внешнеполитическими советниками правительства США. Беккер был потрясен.
Дверь снова приоткрылась на дюйм. В Третьем узле виднелось голубоватое сияние: терминалы по-прежнему работали; они обеспечивали функционирование ТРАНСТЕКСТА, поэтому на них поступало аварийное питание. Сьюзан просунула в щель ногу в туфле Феррагамо и усилила нажим.