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42 Reading New Words

Page
231
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Reading New Words Opening Page

Start-Up Activity

Display the following sentences for your students and ask a different volunteer to read each sentence out loud.

  • I like to eat stromboli.
  • Italian food is appealing.
  • It uses lots of oregano.

If any of them had trouble pronouncing the underlined words, tell them they are about to learn some strategies to help. Then read the material under "Read and Check." Afterward, return to the sentences and ask which strategy can help them pronounce the underline words in the . . .

  • first sentence (consonant blends)? Have students pronounce it.
  • the second sentence (vowel pairs)? Have students pronounce it.
  • last sentence (r-controlled vowels)? Have students pronounce it.

Tell them they will learn other strategies to help them read new words.

Think About It

“At acting school people didn't speak like me. It was all received pronunciation - ‘ow now brown cow.’”

—Ray Winstone

Page 232 from Write on Track

Review with students the four additional strategies for reading new words:

  • Look for word parts you know
  • Look for syllable breaks
  • Look for prefixes, roots, and suffixes (make sure to cross-reference pages 240–249)
  • Look for compound words

Have students read the model on pages 221–222 or another nonfiction article. Ask them to mark new or unfamiliar words and use the strategies on this page and the last to help them read and understand the words.

LAFS Standard:
TEKS Standard:
NE ELA Standard:

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Level:
English Language Arts: