Little Words In Big Words – There’s something about big, long words that seems out of reach for little readers. Until it is revealed to them that they actually have all the knowledge they need. . .
When I listen to many children in my 2nd grade reading group read aloud, I often notice that long, multisyllable words stop them altogether, or at least slow their fluency. However, it doesn’t take much to realize that when we approach words together, we can use a few strategies to read them aloud.
Little Words In Big Words
So what’s my job? So that they can access this word with their skills and independent faculties!
Big Words. Little Words.
How have you strengthened your confidence in your ability to work independently? With some guided exercises – together and then alone!
First, we went through a long list of words on the board, and using the strategy described above (students name them as they work), we found words and syllables we knew, and tapped the syllables together to tackle them.
Students then picked up slips of paper and picture books and began reading independently. They read and enjoyed the stories, just as we did every time we read picture books for free (I usually put out many new and familiar books I picked up from the library). Volunteers and I listen to other students read and discuss illustrations and plots. But today’s extra work was to find polysyllabic words (we decided that words with four or more syllables should be on the list) from the book we were reading and write them down on sticky notes.
It was amazing to me to see how accurate the students were at finding and decoding words on their own. Not a single kid came up and asked how to read the words. They just came along and shared the following statement.
Little Words Big Meaning Ebook By Valerie Lynch
“I found another one! Listen: Unexpected, unexpected! There are five of them!” “Wherever you look, you find a word with four syllables!” “You can’t hide this word, Mrs. Gelson! You can find it in many books!” “Hello! We are doing really well! We can read these words!” “I think we are all smarter today. or . . . Maybe we can already do that? Did you cheat on us?”
My students are very enthusiastic and fun. I have to admit 🙂 But they are also very capable and confidently approach what used to intimidate them with this little encouragement to do what they already can!
Now we can slow down and spend some time talking about meaning. I’d rather they stop to see what’s going on in the story or ask the meaning of a word than be hesitant by a word longer than most. We have learned how to handle new vocabulary and will continue to practice this important skill.
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