Reflection: Intervention and Extension Reading Strategy: Tricky Word Strategy - Section 3: TWS Guided Practice:


Those students that either, never showed or were not sure about how to do the strategy, need to be shown the strategy again but in a slower more explicit way. This can be done one on one or in a small group. For the first review of the strategy, I try to meet with a couple of small groups. It helps to have some sentences pre-chosen to practice on. You can either take these from a book r just make them up. I like to underline the word I want them to try the Tricky Word Strategy (TWS) on.

After this small group instruction, I could tell that a few of them were still not ready. Those that have shown me they are understanding, can go back to their reading book. I ask them to find me when they have tried the TWS on their own.

For those that are not quite ready, I will meet with them one on one and practice the strategy again. Some students are still trying to use their sounds and chunks to figure out words. They might not be ready to try so many steps to figure out tricky words. I still like to work individually with them to model again, but until they have some of these other strategies they are not ready to set the TWS as a reading goal.  

  Stuck Students
  Intervention and Extension: Stuck Students
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Reading Strategy: Tricky Word Strategy

Unit 1: Reading Strategies: Beginning of the Year
Lesson 13 of 15

Objective: SWBAT decode unknown words by using the first sound, rereading, and through context clues.

Big Idea: The Tricky Word Strategy is one of the most commonly used decoding strategies we use as adults; we have learned to do it automatically. This clever strategy is one that your students will like learning because it is a very grown up way to figure out words.

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