Module 2: Activity 1&2

Activity One:

Creech: Screech
Droogs: Drugs
Glazzies: Galaxy
Goloss: Clossary
Malenky: Lanky
Messel: Mess
Millicents: Millipead
Poogly: Foggy
Razrez: Razor
Skorry: Sorry
Spatted: Spat
Zoobies: Zombies

I looked at the sounds or letters in the words to try to relate them to other words I know. Other than that, I attempted placing them in my own sentences to see how it could sound in placement of other words. But mostly, I just guessed different meanings for the words.

After reading Chapter One, these are six of the words I figured out the meanings to.

Skorry: Quickly
Glazzies: Glasses
Messel: A message or idea
Goloss: Thoughts/Ideas
Malenky: Exciting
Poogly: Surprised

With each word, I used the context of the sentence with the word in it along with the sentences before and after the word to figure out the meaning. Using the context to figure out the overall meaning helped tremendously in me being able to figure out the meanings of these words.

Activity Two:


-I did not read the words letter-by-letter. That would be a very difficult way to sound out a difficult word like the ones presented. Instead, you are taught and encouraged to read words by pairing the smaller, known words within the difficult word, to then combine those small words to make the large, difficult word come together. Through the process of grouping smaller words, your success rate of reading the word correctly is much higher.

-I may have used the syllable technique slightly, but I mostly tried to group together the smaller words I recognized within the word which can result in saying the syllables aloud.

-This is a harder task saying all the letters at once and not spacing the word out. With different words, I may have leaned towards this technique because either the combination of letters was more familiar to me or a smaller word (less letters).

-I do not know the meaning to any of these words. Some of them sound a little familiar, but I am not sure of their meanings.

-Pronouncing the words help you recognize certain letter arrangements that appear in other words you may know the meaning too, however, I still struggled with not knowing these words meanings so in my situation it only helped a little. I would need context to help me figure out the meanings of the words.

-I re-read the sentence a few times to see if that exposure again helped me gain a context clue I did not understand initially. I will try to relate the word to the context of the story, but if I cannot figure it out that way, I will look it up in a dictionary and then re-read the sentence with my new understanding in mind.

-This experience puts you back in child's shoes, reliving the difficulty that comes with learning how to read. It is a hard and frustrating process not understanding a text or knowing certain words meanings. Taking myself back to their place encourages me to really engage their reading and take all the measures necessary to help them become the best readers they can be. We should allow students the time they need to re-read, ask questions, or look up words so that they can take the time to learn a new skill and a new meaning to a word.