The Word within the Word Strategy Overview
1. Decode Sentences activity:
; Ask students to try to paraphrase the given sentence or passage
The officials at RDU will collaborate on the minutia of repatriating the refugees from
• Tell the students to identify the words that they are having difficulty defining. ; Define the following word parts for the students.
Col together or with
Ate make or cause
; Ask them to try again to paraphrase the sentence.
; The purpose of this pre-activity is to establish a need to learn.
• Give students a select number of word parts from the upcoming lesson on the board.
Give the students 60 seconds to list as many words that they can think of that contain
those word parts (even if they do not know the meaning or are unsure how to spell
• Pair students and have them add to their list.
• Have each group share a word with the class. Teacher lists words on the board in an
appropriate column or writes a few and defines them on the board.
• The purpose of this activity is to activate schema and get their brains familiar with
some of the word parts and words that they will be learning about.
1. Teach word parts using the attached note system.
• You will need to experiment here. It may work best to teach all 20 word parts at once
or ten a day.
• We suggest having them fill in the word stem, meaning, and 1-2 example words.
• Additional example words and sentences could be a great independent during
learning activity; however, be sure to go over this in class to reinforce correct usage
and clear up misconception.
2. Flash Cards
• Cut up color paper into squares or have students bring index cards and cut them in ?.
Each student should have 20 cards.
• Teach students your flash card expectations (refer to attached overhead).
• Have students write the word part on one side and the meaning and at least 2
example words on the other side.
o Save the illustrations for later
• Give students 3-5 minutes to quiz words with a partner daily.
• Flash cards are also a great sponge activity. Any time they finish with an assignment
or test, flash cards should be out.
• You may consider providing every student with an envelope or zip lock baggie. They
should keep all their cards for the entire year since the goal is accountability.
• For credit, consider collecting only one card—keep the card you will collect secret. For
example, collect card #12 for list 1, #18 for list 2, and so on.
3. Mystery Questions (I do- we do- you do)
• Students must decode the word in bold using their knowledge about word parts in
order to answer the question.
• Model the process with your students every time this activity is given. This is essential
since our goal is for student to use their knowledge of word parts to decode unfamiliar
Does a father’s birthday antedate his son’s?
• Teacher models thought process
“I know ante- means before. I know what a date is . . . a day in time. I wonder if antedate means to come before in time or to precede in time?”
• Teacher has students make a note on the question page defining the word.
• Answer the question together as a class.
After modeling a few, have students complete the activity on their own or with a partner.
4. Illustrations & Sentences
• Have students illustrate the meaning of their word part on their notes page or
• Have students write example sentences at the bottom of each flashcard.
Have students pair and use two sets of flash cards to play memory together.
6. Book Activities
• There are several mini activities provided in the Word Within the Word book—
these would make great warm up activities
• Stem close up
7. Complete the Sentence
• Students must complete the sentence in a way that shows knowledge of the
8. Word Collage or Poster: Student write each vocabulary word in a section. They find pictures to illustrate the words and paste in the section surrounding the vocabulary word. They must be ready to explain their choices.
A student may be asked to do more than one word; divide the paper into fours and each quadrant can be a collage.
Variation may be to have the student do the collage without the word and have fellow students guess the word.
9. Four Square: This activity expands on the word card ideas having student write the definition, make a personal connection and draw a picture of the word. This activity is adapted by having student write meaningful sentences using the words.
Word and definition Personal connection Terminal : The building that air passengers arrive at and depart Spokane’s terminal is so easy to find my way from around as opposed to Sea-Tac
Using the word in a meaningful Picture of the word
sentence Be sure to get to the airport terminal early so you won’t miss you flight. PICTURE
10. Cartoons: Either supply or have students find cartoons that will illustrate their vocabulary words and change the original captions to include the words.
11. World Theatre: Working with partners or in small groups, students create a written script using their vocabulary words. The words are used and defined in the short play.
Speaker #1: I am feeling so much tension that I cannot focus on anything.
Speaker #2: Why are you feeling so stressed out?
12. I have . Who has ?
The teacher creates cards for each vocabulary word in the following format. I have
; Who has ? the cards are passed out to individual students. The first begins by stating. “ I have rodent. Who has a bovine animal?” The student who has the bovine animal replies, “ I have cow. Who has reptile?” And it continues.
I have rodent. I have cow. Who has a bovine Who has a reptile? animal?
13. Word Bubbles: The student may complete word bubbles individually or with a partner. It is also an activity that student could create for each other.
o Create one clue for each key word.
o Draw a bubble with three or more extending rays for each key word.
o Write a word clue on only one ray for each word bubble. (vary clues based
on student’s needs)
o Student muster determine the vocabulary word and write it in the bubble.
They then list two other clues for the word.
To end At the conclusion of the race
14. Magic Squares: Students complete magic squares by matching the term to it’s definition and writing the number of the term in the box that corresponds to the definition. When complete, each row and column of the magic square should total up to the same sum. 1 fract a end
2 fin b break
3 phil c nature of
4 ine d love
5 ambul e walk
Walk Nature of
Columns total 6
1. Writing activity
• using words that contain the word stem— these work best if they naturally pertain
to the content of what is being learned in the classroom.
• have students underline the stems as they occur in their writing
2. Vocabulary Bingo—
• have students fill the 20 stems in the blank boxes
• give students small paper squares for chips to cover the boxes
• teachers read word stem definitions
• students cover the stem when the recognize the definition
• students call BINGO once they win and calls out the stem and gives and example
• this may work best if a small incentive is offered
• students should know that they will never leave a list behind since all previous stems
may appear on an upcoming assessment
• teachers may choose to require an 80% or no credit policy
If you find additional activities/strategies that work, please email them to email@example.com
List #1 Lesson Plan Overview
• Decode the Sentence Activity (attached)
• Vocabulary word stem notes:
o Print out student form, print out an overhead of the teacher overhead template
and fill in notes with an overhead marker using the volume 1 book or make an
overhead copy of p. 1.
• Student Flashcards—teach expectations (print attached overhead)
o Collect one card the following day
o Allow brief but consistent in class time for students to use flashcards
o Students should keep all cards
• Mystery Questions (attached)
• Vocabulary Stem Bingo (template attached)
• Assessment 1
Pre Reading: Decode Sentences activity
Directions: Paraphrase the given sentence or passage. After learning the word stems, make
changes to your paraphrase before discussing with the class. 1. The Civil War antedates the Korean War by decades.
2. The two nations have a bilateral agreement.
3. The symbiotic creatures depended on one another for survival.
List # _____: Student Notes
Word Stem Stem Meaning Example words Example Sentence 1.
Word Stem Stem Meaning Example words Example Sentence