week 7 assignment 3

1. Explain the three levels of words and how you can use word levels to decide which words to teach.

2. How do you teach your students to "chunk" words as a strategy for decoding unfamiliar words? When do you provide this instruction?

3. Based on Professor Allington's comments and the classroom examples, what are some ways you might foster word study in your classroom?

1.

A. Words that are familiar to the students like look and run, we don’t have to teach.

B. Words that appear often in the text such as freeway and hurricane, those words we must teach.

C. Words that are highly technical such as unicameral legislature and those you leave up to the subject teacher.

The second level, level b are words that appear in the students books and we have to focus on them the most.

2. The “chunk” strategy is when we teach our students that when they see an unfamiliar word they must take it apart. Make it into a beginning, middle, and end see which parts are familiar by students moving and then eventually put it back together. This instruction can be provided during guided reading or when the teacher is sitting with the students individually.

3.  When a teacher is reading to the class and sees a word that is unfamiliar to the students, it is the perfect time to foster a word study. She can use the strategy of chunking and the students continuing to move their thumb as they recognize parts of the word.