WHAT WORKS?
Research into Practice
A research-into-practice series produced by a partnership between the Student
Achievement Division and the Ontario Association of Deans of Education
August 2014 3
An application of the Gradual Release of Responsi- Group 3, Centre Work: Students focus on one
bility Model at the Grade 6 level, for example, could prefix (e.g., re or inter) and create a web using
focus on word building. The teacher might begin by as many words as possible with this prefix. They
modelling an application, and gradually move the photograph the web and display it using Show Me
students toward greater independence. The number or create the web on an application such as
of tablets available will, of course, affect the decisions Kidspiration.
teachers make. The instructional cycle might proceed Whole Class Sharing: Class reconvenes to share
as follows: what they have learned about complex words and to
Whole Class: Teacher reviews basic concepts of reflect on the importance of this word knowledge for
prefixes, base words and suffixes, and discusses the their oral and written vocabularies as well as their
importance of understanding how longer words function as readers. They also explore the relevance
are constructed. Teacher introduces the Bluster of this knowledge in content areas.
application and demonstrates how to select the
prefixes/suffixes option. Students participate in In Sum
a round. Digital technologies offer the potential for enrich-
Small Group: Students engage in a variety of ing word study in ways that traditional print texts
activities related to reading and writing more are unable to do. While digital devices have many
complex words. advantages, the applications currently available for
Group 1, Centre Work: Students, in pairs or word study need to be carefully assessed by teachers
small teams, play Bluster. prior to selection. Decisions should be based on a
combination of the teachers awareness of relevant
Group 2, Online Word Study: With teacher
technology, content knowledge of key concepts
support, students explore online sources such as
in spelling and vocabulary, and understanding of
Teaching Kids News www.teachingkidsnews.com
effective pedagogy. In this way, students can be
for words containing familiar prefixes, base words
engaged in word study that meets their needs and
and suffixes. They work together to determine
interests and promotes growth in understanding
common meanings of the prefixes. Then they
how words work.
sort words by similar word elements and build
more words to fit each category. Throughout, This research was supported by a grant from the
the teacher asks students to reflect on how this Social Sciences and Humanities Research Council.
knowledge enhances their reading skills.
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