The Reading Teacher's Sourcebook - The Meadows Center for ...

GeneralizationTeacher:Raise your hand if you can tell me how you might use this to help you outside of this class.Student:Whenever we’re reading and we don’t know a word, we can look for the syllable types thatwe know to help us read it.Teacher:Yes. When you are reading in your science class today, I want you to remember to trylooking for open, closed, and silent e syllables in difficult words. I’m going to give each ofyou an index card to use as a bookmark when you are reading in science. If you come todifficult words, make a quick note of some of the words on this bookmark and bring it backto our class tomorrow. We’ll look at the words and see whether we can look for syllablepatterns we know to help us read the words.Monitor Student LearningCheck students’ work on their copies of the sorting sheet. Provide opportunities for students to partnerread(see Chapter 8: Fluency) selected passages that contain multiple examples of words that follow thethree syllable patterns that have been introduced. Have partners remind each other to use the strategy oflooking for syllable types to help them read unfamiliar words. Monitor their reading closely and providefeedback.Periodic/Multiple Opportunities to PracticeShare this strategy of looking for syllable patterns with your students’ content area teachers so that studentscan follow the same procedure in other classes and generalize the strategy. Tell the content area teachersabout the index cards that students will use as bookmarks and on which students will record challengingwords as they read content area text.256The Reading Teacher’s Sourcebook