Vocabulary: Word Cards #2 Enhanced
Word Knowledge
High-Frequency Words refers to words that are common in our English language and found in the majority of our reading. These words may, or may not, follow regular English spelling patterns (Duke & Mesmer, 2016).
Dolch Word Lists and Fry Sight Words are two references for common High-Frequency English words. These lists are typically for the Emergent and Struggling Readers.
Coxhead Academic Words are associated to academic language, common in the classroom environment, but not as frequent in casual conversations. These lists are typically for Novice Readers and beyond.
Affixes (Prefixes & Suffixes) helps a reader decode an unknown word. The ability to see a prefix or a suffix, understand the meaning, and see the base word that is attached, creates stronger comprehension. Prefixes and Suffixes are group of letters that when attached to a base word carry meaning. PREFIXES are attached to the beginning of a base word, while SUFFIXES are attached to the end of a base word. These lists are typically for Novice Readers and beyond.
Greek and Latin Roots helps a reader decode an unknown word. To recognize a Greek or Latin Root and know its meaning, builds stronger comprehension. These lists are typically for Novice Readers and beyond.
Reading Vocabulary is associated to words in a story or chapter(s) of a story that carry meaning to help us understand what we are reading. These are words that one finds interesting or ones to understand better. Either use the word in your own sentence or take the same sentence where this word was found.
Vocabulary: Word Cards #2 Enhanced
For Emergent through Expert Readers
Materials:
Index cards; 5x7 will offer a bit more room than 3x5
Word Box OR Ring
if using a Ring, punch a hole in upper corner or center of card
Select words
Day One Activity:
Select 3 to 5 words from the following categories:
High-Frequency Words
Coxhead Academic Words
Affixes: Prefixes and Suffixes
Greek and Latin Roots
Reading Vocabulary
On the frontside of the index card, write one word per index card - large size letters are best for the next step - tracing. If the child is able to write the word, this will help form the shape of the word in the child’s mind.
Have the child(ren) trace over each individual letter saying the sound the letter makes in the word. Then have the child move their finger from left to right (underneath the word) stating the entire word.
On the backside of the index card, divide into 4 equal sections.
Repeat with an additional 2 to 4 words.
Day Two Activity:
On the backside of the index card, using 1 of the 4 sections, have the child(ren) create a picture or drawing that represents the meaning of each word.
Day Three Activity:
Discuss the meaning of each word allowing think-pair-shares. Have the child(ren) orally share the meaning of each word and state a sentence using the word appropriately.
On the backside of the index card, using a 2nd of the 4 sections, have the child write the meaning, using their own words. If copying directly from a dictionary, the true understanding may not occur.
Day Four Activity:
On the backside of the index card in the 3rd section of the 4 sections, have the child(ren) to write one sentence using the word in proper context.
On the backside of the index card in the 4th section of the 4 sections, divide in half. Have the child(ren) write 1 -2 synonyms in one half, and 1-2 antonyms in the other half. There may be times where there are no appropriate synonyms or antonyms for a word. That is okay.
Day Five Activity - Assessment:
Create fill-in sentences for each of the selected words.
Round One:
Give the child(ren) three cards that can be held up: green cards show they agree with the student’s answer, yellow they are unsure and red ones they disagree.
Create sentences the Fluent Reader has created for the child(ren) to determine if the word is being used correctly.
Round Two:
Now have the child(ren) create sentences for you (fluent reader) to determine if the word is being used correctly. The child MAY try to trick you :0)