63 SHELL EDUCATION STUDENT ACTIVITY BOOKS Ages Pre·K–18 4 titles Pub Date: July & October 2023 Paperback 176–200 pages Trim Size: 8.5 in. x 11 in. by Jodene L. Smith, Erica Bowers, and Laura Keislar Literacy Strategies for: Early Childhood: 9781087696720 Grades 1–2: 9781087696737 Grades 3–5: 9781087696744 Secondary Grades: 9781087696751 Bring the science of reading directly into the classroom! · Provides teachers with meaningful strategies to boost students’ literacy skills · Easily implemented lessons and methods to help students practice word recognition, reading comprehension and content knowledge, and writing · Research-based instructional strategies help teachers make reading and writing fun, dynamic, and effective. Literacy Strategies—131698 © Build Words with Prefixes Directions: Write a prefix and base words. Next, build new words by adding the prefix to each base word. Then, see if you can think of other words that use the prefix. Add them to your list. Name: _______________________________ Date: ______________ prefix base words new words 30 © Literacy Strategies—131698 Build Words with Suffixes Objectives • Know and apply grade-level phonics and word analysis skills when decoding words. • Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology to accurately read unfamiliar multisyllabic words in context and out of context. Background Information Making new words with suffixes is more complex than with prefixes since there are multiple types of suffixes that can affect word spellings and meanings. The focus for morphemic analysis in this strategy is decoding and encoding, so it is useful to teach suffix spelling generalizations. In relation to spelling, there are two types of suffixes: vowel suffixes, which begin with a vowel, and consonant suffixes, which begin with a consonant. Once taught, the spelling rules for adding vowel and consonant suffixes should be consistently pointed out and reinforced. Materials • Word Engineer notebooks (see page 25; optional) • list of suffixes and base words • Build Words with Suffixes (page 34) Process Note: Use this strategy after introducing the idea of “word engineers” and having students begin using their Word Engineer notebooks (see page 25). 1. Distribute the Build Words with Suffixes activity sheets to students, or have them create the chart in their Word Engineer notebooks. 2. Remind students that engineers analyze the parts of things like buildings or computers, understand how the parts work, and put parts together to build new things. Words have different parts too. Word engineers can put word parts together to make new words. Today we are going to build words! 3. Explain that suffixes are affixes that are added to the ends of words. Introduce a list of common suffixes to students (see the appendix for a reference list). This list can be elicited from students if they are familiar with suffixes. Suffixes are used to make new words and can change the spelling of the base word. Identify the suffixes by 31 Word recognItIon: PhonIcs, Word study Literacy Strategies—131696 © Blending with Cruising Cars Objectives • Know and apply grade-level phonics and word analysis skills in decoding words. • Blend two or three phonemes into recognizable words. Background Information Knowledge of letters and sounds are building blocks for reading. Although it may still be a few years away for young students, the goal is fluent reading and comprehension. It is important that students begin working with both letters and sounds so they see and practice the connection of letters and sounds to reading. In Blending with Cruising Cars, students practice blending phonemes to read words with three or more phonemes using toy cars. Students need many opportunities to practice blending sounds into a word. Materials • small toy cars • Cruising Cars: Three Boxes (page 80) • Cruising Cars: Four Boxes (page 81) Process 1. Prepare Cruising Cars mats. Make copies of Cruising Cars: Three Boxes on cardstock and place them in sheet protectors. This protects the mats as they are reused. 2. Choose a CVC word for students to decode, e.g., bit. Using an erasable marker, write one letter in each box on the Cruising Car mats. 3. Distribute the mats and toy cars to students. 4. Model how to say the individual sounds in the word and slowly push the car from the first box to the last box, one sound per box, for example: /b/ /ĭ/ /t/. Then, run the car along the road as you blend the sounds together to say the word, bit. Have students repeat your actions. 5. Repeat the process using other CVC words. 6. Once students are very comfortable blending CVC words, provide them with Cruising Cars: Four Boxes and use words with consonant blends. 78 Word recognItIon: PhonIcs © Literacy Strategies—131696 Differentiation During the Lesson: Assist any student who is having difficulty by placing your hand on top of their hand and controlling the car as it is pushed from one square to the next. Make Cruising Cars: Four Boxes available for students who are ready to blend consonant- consonant-vowel-consonant (CCVC) words. You may wish to copy Cruising Cars: Four Boxes onto the back of Cruising Cars: Three Boxes. After the Lesson: Write CVC or CCVC words on cards. Place the word cards and toy cars in a basket and make them available for students to practice during center time. b i t 79
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