Teaching Word Parts
One of the most effective decoding strategies for students in grades 3-5 is to chunk words into parts. These word parts are meaningful and/or are easily pronounced. They consist of compound words, onsets and rimes, prefixes, suffixes, and inflectional endings. In this activity, you will select words that contain a similar word pattern and plan a lesson to teach these words. When you have finished, save your written work to submit as an assignment.
Before you begin, review the kinds of word parts:
- Compound words - two words that combine to form a new word; must have the meaning and pronunciation of both words (e.g., baseball)
- Onsets - all consonants that precede the vowel in a syllable or word (e.g., str in street)
- Rimes - the vowel and all consonants after it in a syllable or word until the next vowel
- Prefixes - any syllable attached to the beginning of a word that changes the meaning of that word
- Suffixes - any syllable with meaning attached to the end of a word that changes the meaning of that word
- Inflectional endings- a special set of suffixes that change the number, case, or gender when added to nouns or tense when added to verbs
In this activity, you will select words from a text you are using and categorize them based on their similar word patterns. You will then develop a lesson plan for teaching those words for a given pattern unclear that appears frequently in the text.
- First, review a text or portion of text you plan to teach.
- Select those words that your students may have difficulty reading or understanding.
- Categorize the words based on their similar word parts, using the Teaching Word Parts (PDF) chart (an example is given for each component of word structure).
- Next, decide which category contains the most words and plan a lesson to teach those words and word parts before or after students read the text.
- Develop a lesson plan that addresses the following information:
- How will you help students to chunk each word?
- How will you demonstrate the chunking process used to read these words?
- How will you explain the importance of this strategy to your students?
- What chart(s) might you construct with your students to support their understanding?
- What instructional strategy or prompt will you use to help students think about other words with a similar pattern?
- What words do you expect to elicit from students?
- What tasks will you assign to students to use in groups?
- How will students practice reading these words rapidly in isolation and in phrases?
- How will you support struggling readers?
- How will students demonstrate knowledge and use of the strategy in independent reading?
- What ongoing opportunities will you provide students to practice the strategy?
- How will you document students' understanding and use of the strategy?
Modeling and Demonstration:
Next > Developing Vocabulary