Provide exercises that contain substitutions two different readers made in the same sentence. Discuss which substitution appears to be closer to the author's intended meaning.
Develop lessons where students can discuss the subtle differences in words even though such differences are unlikely to be significant in comprehension. For example the difference between street and road, house and home, little and small.
Teacher provides words in the student's meaning vocabulary that he is unable to pronounce. Such words can then be put into a context that builds the meaning for the words. Through such exercises the student should realize that meaning can be achieved without always sounding out the words.
Teach the student a set of strategies for word identification. A book mark could be adapted from the following.
What makes sense here?
What sound does it start with?
Are there root words, prefixes, or suffixes?
Keep reading, try to figure it out.
Use these last: dictionary, someone's help, skip it
Show the student that a
word in oral language can often be predicted correctly before it is heard.
Use this same knowledge in reading. Give examples of sentences with the last
word left out. He gave the kitten some _____. Five ______ make a dime.
Rationale: Some students may have been taught that the only appropriate
strategy is to sound out words when they are unknown. They may not have been
taught strategies that can be applied in such a situation. Needs to learn to
use their knowledge of language (syntax) and the value of context (semantic)
cues.
Show student examples where punctuation is ignored or substituted. In some cases, meaning may not be disturbed; in other cases a change in meaning may occur. Discuss whether or not the reader should have paid attention to the punctuation.
Use slash marks to indicate appropriate phrasing (for instance, Bill,/my brother,/has gone away.) Reduce the number of slash marks as the student's phrasing and attention to punctuation improve.
Tape record the student's reading, listen to it, and mark miscues. Then review the selected miscues with the student and discuss how meaning is changed even though the miscue may make sense in the sentence. Model how graphic cues can be used along with the context to determine the actual word used by the author.
She quickly (quietly) dashed down the hall.
The soft buzz of the computer relaxed (perplexed) Anthony.
Present sentences where the student can make initial predictions of a
missing word. Then provide a series of graphic cues to help the student
correctly identify the missing word.
I must put the ______ away.
I must put the d_____ away.
I must put the de_______ away.
I must put the decor____ away.
- I must put the decorations away.
Engage students in reader's theatre and echo reading, have the student echo your phrasing and expression from a book.
Older students read "easy" books to younger children. Practice sessions can include taping and evaluating the fluency and expression.
Thanks to all the great teachers on the MC-GEN-NBC yahoo group for these great suggestions!