Readers look at the parts of words and use their knowledge of these predictable parts to help determine words' meaning. A few of the word parts readers use are prefixes, suffixes, word origins, and abbreviations.
If you see readers who . . .
Students will learn many new words through direct, explicit instruction in class, but there is no way to teach all the words students will encounter. This strategy gives readers a tool to figure out words they meet in their own reading.
Look at the word to determine whether it has distinguishable parts, and then use your background knowledge of the word parts along with your knowledge of the text to infer its meaning.
We usually introduce this strategy as a whole-class lesson. This is a great time to point out to students that we use our thinking about word parts to help understand words and even to spell words.
We spend a little time each day looking at words and their parts and patterns. We choose a word part and do the following:
Suggested language:
Possible ways to differentiate instruction:
Reconsider materials, setting, instruction, and cognitive processes.
These strategies may provide support before, during, and after teaching this strategy:
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