Module 2: Activity 1 & 2

Activity 1:
3C Page 58

crrech- caress

droogs- dugs

glazzies-glaze

goloss- gloss

malenky- sneaky

messel- boat

millicents-milometer

poogly- fat

razrez- rare

skorry- score

spatted- splattered

zoobies- zombies

I found myself using words that I knew had a similar word make up. I thought of several prefixes and suffixes. I also thought about the sounds certain letter combinations said when used in spoken language. 


A Clockwork Orange:


After reading chapter one of A Clockwork Orange, I used context clues in order for me to make sense of the words. After reading the words again, and again in various contexts I was able to decide what the following words truly meant in relation to the passage. When I replaced my own definitions within the context of the passage, I soon realized that my definitions were not very close. It is difficult to read and make sense of the reading if the words are not used in context. This is a key point we should remember while teaching reading to our students. It is vital that we surround students with a broad print exposure in order to expose them to multiple meaning words.

Droogs- brothers

spatted- kissed

glazzies- glasses

messel- idea

Goloss- voice

skorry- gently

creech- cry

razrez- shred

Activity 2

Upon reading the words outlined in the text, I did not attempt to read them letter by letter. I tried to read the words by using the chunking strategy. When letters are grouped together they make specific sounds that allow the reader to make sense of the word. This strategy proved to be effective for most of the words listed. While reading the words I utilized the pronunciation key when pronouncing the words. Initially when looking at the words, I did not know the definitions. I found my self using strategies similar to activity one. I found it more difficult deciding what the words meant due to not seeing them in a context. I felt that the words sounded similar to words I had heard of previously, however, without the context it is difficult to derive at the actual  meanings of the words.When I am unfamiliar with words within a passage I relay on context clues and what I know about base words, prefixes and suffixes. I feel as a teacher, it is my job to teach appropriate strategies to create avid readers. By teaching a wide range of strategies students will be able to find multiple meanings of words easily. They can "sound it out", and make assumptions based on whether the words sound familiar. Students can use appropriate chunking strategies to help them blend and pronounce the new words. Students can learn to look at the base word and decide a meaning based on previous information.