There are three levels of words. The first is words that are
commonly used and students already know. These words do not need to be taught
since students know these words well and use the in context correctly. The
second level is words that students do not yet know but they will come up
frequently throughout student’s future lives. These words will be part of their
society. A teacher should focus on teaching these words and encourage students
to use them in their dialogue and writings. The third level is words that will
not be used in everyday speech and are considered high vocabulary words. These words
are used within specific topics. Teachers should not focus on such words, however
if they are subject related the teacher shall explain them.
When a student comes across a unfamiliar word a great
stradegy to help them decode it is called chunking. Chunking is when you take a
word and break it up into as many parts as needed. A student can divide the
word into beginning middle and end decoding it slowly in segments. You can show
your students how to chunk the words using their pointer finger as a blocker to
the surrounding letters. Students can
chunk two letters as a time and decode the letters. With time the student will
be able to put the entire word together reading it accurately.
Based on professor Aliington’s comments and classroom
examples I would teach students how to use context clues to figure out the
meaning of words they don’t know yet. By modeling to the students you can show
them how to figure out new words by using context clues.
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