· Question: How can I increase retention of high frequency words?
Sub-questions
· What types of activities benefit word retention the most?
o (i.e. written, interactive, combination of both?)
· What types of activities are enjoyed by students the most?
· Will an alternation of practice between spelling words and high frequency words hinder the retention of spelling words previously seen in my classroom?
· Is a variety of activities more advantageous rather than using a consistent form of practice?
Research Window: Between April 4th to April 22nd, during various reading instruction times for Unit 7 in the LEAD 21 series
Situation-At-Hand: Our reading series, LEAD 21 introduces anywhere from two to six high frequency words per week, with four weeks making up one unit. Currently, I introduce the words on a weekly basis and play I-Spy throughout the week, as time permits, to help with learning the words. I feel that increased and various practice could help the students retain the words more successfully for use in both reading and writing. These high frequency words are then placed on our larger word wall.
My Plan: I will introduce various high-frequency word activities to students during the “Activity” component of Morning Meeting, rather than playing our other known games. As students become comfortable with the activities (2-3 days, based on level of difficulty), I will add them to the Word Work center for Daily 5 time. Currently, students practice spelling words at the Word Work center, with the exception of High Frequency memory. I will separate word work activities into spelling activities and high frequency word activities and ask students to alternate back and forth between the two, with the use of a visual indicator that shows which cart students should choose from on any given day. At the end of Unit 7, I will test word knowledge and compare it to Unit 6 word knowledge.
High Frequency Word Activities (in order to be taught)
· Magnet Words: Students will build words on magnetic easel and magnet letters. (We already do this with spelling words)
· Rainbow Writing: Students write words in rainbow colors. (We already do this with spelling words.)
· Play-Doh Writing: Students flatten out a piece of play-doh and carve the words in with plastic tools.
· Word Wall Roll: Students roll a dice and must write that word in a sentence.
· Be The Teacher: Working with a partner, one student makes up a spelling test to give to the other. At the end, partners will switch.
· Be Creative: Students use as many high frequency words as they can to write a story. Students who choose to do this activity during Daily 5 will get to sit in the “Creation Station” chair.
Method Description:
· Student Samples: Surveys will be given about each new activity, asking students to rate their understanding of the activity, their interest level of the activity, and how well it helps them to learn the words, on a sad face, middle face, and happy face scale.
· Journaling: I will journal weekly to reflect on my observations of students’ understanding of activities, independent use during Daily 5 time, and the amount I see students using the words outside of reading instruction times.
· Documents: Comparison between Unit 5 word knowledge and retention and Unit 6 word knowledge and retention
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