Anything Goes (Richek &
McTague, 2008)
·
This is used as a quick review of words
that moves students from hesitation to rapid use.
·
Teacher presents students with a list of words (board, overhead
or word wall).
·
Teacher or student points to a word and asks:
i. What part of speech is _______?
ii. What is the definition of _______?
iii. Give another form of _______.
iv. Spell (a derivative or inflected form of) _______.
v. Use _______ in a sentence.
vi. Use _______ and _______ in a sentence.
vii. What do _______ and _______ have in common?
viii. Find two words that have to do with _______.
ix. Find a (the) root (or prefix, suffix) in _______.
Brain
Power Words (Richek & McTague, 2008)
·
Ask small groups of students to preview sections of a text and
identify difficult words.
·
For long chapters, assign different sections to different
groups.
·
Students place a Post-it next to the words in the text they
identify as potentially difficult.
·
After identifying the words, the group goes back and uses
context clues to hypothesize what the words
might mean.
i.
Clues of substitution: A known word would make sense in the context and is probably a
good
definition.
ii.
Clues of definition: The word is defined in the text (many textbooks do this).
iii.
Clues of opposition: Words “not, unlike” etc. are excellent clues to what a word is
not and thus
help define the words.
·
After Brain Power Words list is identified and definitions
sought, the students check their work with the teacher.
