Word Identification Strategies for Fourth Grade
1. Wordless Books
Description: The teacher and student(s) will "read" the wordless books together or separate. The teacher can then discuss what they've "read" with the student(s). The discussion of the "reading" will help generate ideas, thoughts, and comments from the students. The students will use the pictures in the book they've read to create a story using the pictures.
Purpose: "Reading" a wordless book is one way to build a struggling reader's receptive vocabulary and schemata. The "reading" becomes a discussion when a teacher also comments on the pictures, using specific terms or a more advanced vocabulary than a reader has.
*Directions: The teacher will "read" the wordless book to the student(s). Once the teacher has finished "reading" the wordless book, the teacher can begin a discussion on what they've "read". While discussing what they've "read", the teacher should use the correct vocabulary terms of each item in the book. The teacher will use the pictures from the book to tell a story about what they've read. Once the students' engage in the discussion, the teacher should allow the students to become the primary story teller. While the students' are telling the story, the teacher should interject and correct the students' vocabulary usage. For example if the wordless book contains a picture of a cruise ship and the student(s) call it a boat, you can explain the difference. If the students continue to call a cruise ship a boat, you can place a book mark or sticky note on that page and write the word cruise ship on the book mark or sticky note. You can then ask the students to read the word that is written on the book mark or sticky note, and then ask the student to find/point to the item that is written on the book mark or sticky note.
* This can be done in a whole group setting, a small group setting, or one on one with the teacher and student.
Examples of Wordless Books:
A Boy, A Dog, and A Frog by M. Mayer (1967). New York: Dial.
Ah-Choo! by M. Mayer (1967). New York: Dial.
The Flower Man by M. Ludy (2005). Windsor, CO: Green Pastures Pub.
The Three Pigs by D. Wiesner (2001). New York: Clarion.
Zoom by I. Banyai (1995). New York: Puffin.
Examples of Wordless (Or Almost Wordless) Picture Books For Content Area Learning:
Anno, M. (1978). Anno's Journey. Cleveland, OH: Collins-World.
Baker, J. (1991). Window. New York: Greenwillow Brooks.
dePaola, T. (1979). Flicks. San Diego, CA: Harcourt Brace.
Lehman, B. (2006). Museum Trip. Boston: Houghton Mifflin.
Vincent, G. (2000). A Day, a Dog. New York: Front Street.
2. Personalized Word-Part Dictionaries: Affixes and Roots:
Description: Each student will have their own personal dictionary at
their desk. It will be divided up into three sections: prefixes, suffixes, and
root words.
Purpose: To help students visually see the
different parts of a word. Each student would have a personal dictionary for;
prefixes, suffixes, and root words. The dictionary would also include a
definition of each affix and root word that is added.
Directions: Each student will have their own personal dictionary at
their desk. The dictionary would be divided up into three sections, one for
prefixes, suffixes, and one for root words. Each affix and root word should be
given a half page so there is room for students to add new words. As students
come across new words, they will add the words to their personal dictionary. As
students begin to add new words to their dictionary, they must include the
definition of each affix and root word that is added. While reading, students
need to be encouraged to add words to their dictionary.
Here is an example of what a student's dictionary may look like.
Description: The teacher and student(s) will "read" the wordless books together or separate. The teacher can then discuss what they've "read" with the student(s). The discussion of the "reading" will help generate ideas, thoughts, and comments from the students. The students will use the pictures in the book they've read to create a story using the pictures.
Purpose: "Reading" a wordless book is one way to build a struggling reader's receptive vocabulary and schemata. The "reading" becomes a discussion when a teacher also comments on the pictures, using specific terms or a more advanced vocabulary than a reader has.
*Directions: The teacher will "read" the wordless book to the student(s). Once the teacher has finished "reading" the wordless book, the teacher can begin a discussion on what they've "read". While discussing what they've "read", the teacher should use the correct vocabulary terms of each item in the book. The teacher will use the pictures from the book to tell a story about what they've read. Once the students' engage in the discussion, the teacher should allow the students to become the primary story teller. While the students' are telling the story, the teacher should interject and correct the students' vocabulary usage. For example if the wordless book contains a picture of a cruise ship and the student(s) call it a boat, you can explain the difference. If the students continue to call a cruise ship a boat, you can place a book mark or sticky note on that page and write the word cruise ship on the book mark or sticky note. You can then ask the students to read the word that is written on the book mark or sticky note, and then ask the student to find/point to the item that is written on the book mark or sticky note.
* This can be done in a whole group setting, a small group setting, or one on one with the teacher and student.
Examples of Wordless Books:
A Boy, A Dog, and A Frog by M. Mayer (1967). New York: Dial.
Ah-Choo! by M. Mayer (1967). New York: Dial.
The Flower Man by M. Ludy (2005). Windsor, CO: Green Pastures Pub.
The Three Pigs by D. Wiesner (2001). New York: Clarion.
Zoom by I. Banyai (1995). New York: Puffin.
Examples of Wordless (Or Almost Wordless) Picture Books For Content Area Learning:
Anno, M. (1978). Anno's Journey. Cleveland, OH: Collins-World.
Baker, J. (1991). Window. New York: Greenwillow Brooks.
dePaola, T. (1979). Flicks. San Diego, CA: Harcourt Brace.
Lehman, B. (2006). Museum Trip. Boston: Houghton Mifflin.
Vincent, G. (2000). A Day, a Dog. New York: Front Street.
2. Personalized Word-Part Dictionaries: Affixes and Roots:
Description: Each student will have their own personal dictionary at
their desk. It will be divided up into three sections: prefixes, suffixes, and
root words.
Purpose: To help students visually see the
different parts of a word. Each student would have a personal dictionary for;
prefixes, suffixes, and root words. The dictionary would also include a
definition of each affix and root word that is added.
Directions: Each student will have their own personal dictionary at
their desk. The dictionary would be divided up into three sections, one for
prefixes, suffixes, and one for root words. Each affix and root word should be
given a half page so there is room for students to add new words. As students
come across new words, they will add the words to their personal dictionary. As
students begin to add new words to their dictionary, they must include the
definition of each affix and root word that is added. While reading, students
need to be encouraged to add words to their dictionary.
Here is an example of what a student's dictionary may look like.
Suffixes
s,es ed ing ly er,or |
Common Meaning
plural past tense verb form/present participle characteristic of person connected with |
Example
boys, churches walked smiling quickly printer, editor |
Prefixes
un re in, im, ir, ill dis en, em |
Common Meaning
not, opposite again not not, opposite of cause to |
Example
unhappy redo impossible disagree encourage |
Root
acer, acid, acri acu ag, agi, ig, act ali, allo, alter alt (us) |
Meaning
bitter, sour, sharp do, move, go other high, deep |
Examples
acerbic, acidity, acrid, acrimony acute, acupuncture, accurate agent, agenda, agitate, navigate alias, alibi, alien, alloy, alter altimeter, altitude |