RIVET The word strategy, Rivet, was created by Patricia Cunningham as a pre-reading game that keeps students focused on predicting target words from a text. - In anticipation, the teacher will choose 5-10 words from the text that might be challenging for student(s). - For each word, the teacher will display an exact number of blank spaces (the number of letters in the word.) For example, _ _ _ _ _ _ _ 7 blank spaces for the word ‘teacher’ - As students watch, the teacher begins to fill in one letter at a time, encouraging them to guess the word as soon as they think they know it. (Students are not guessing letters like in the game Hangman. They guess the complete word.) - Students are riveted on the given letters in anticipation of predicting the word. T e a__ _ _ _ _ Possible guesses could be: teacher, teasing, etc. - Once each word has been revealed, provide a student-friendly definition/example of that word. - Continue writing in letters, one at a time, until all of the words have been completed. - Display all target words to students. - Student(s) write 1-2 sentences making a prediction about the upcoming text using at least 2 of the target words in each sentence.
Students have focused on reading and spelling these target words and, as a result, will be more aware of them when they are encountered during reading.
Use the keynote template (below) to create your own Rivet game, insert letters into each individual text box.
PICTURE RIVET
An additional step can be added to the game of RIVET to aid students in making more personal connections to the words being presented. This personal connection may be what helps students store these words in the associative memory, rather than in short term memory.
As the game of RIVET is played, each student will keep a sheet of paper on his desk. The paper will be folded into quarters or eighths, depending upon the total number of words to be presented over several days. Each time one of the words is revealed, the teacher asks the student to write the word in one of the cells of their folded paper and to draw a picture that will remind them of the meaning of the word. As the students read the text, they have a picture dictionary to use as a glossary of terms as they encounter difficult or keywords.
When reader struggles with decoding multi-syllabic words
o Students should ask themselves "Do I know any other words that look like or sound like this word?"
o Model how to divide or "chunk" words, read each part, and then read the word by combining the parts
o Teach students to be flexible with word parts that are irregular
o Have the student "build" words sing more complex rimes like -atch, -ight, -ound
o Systematically teach familiarity with common prefixes and suffixes (See Month by Month, Making Words, and Rewards)
o Write chunks of words on sticky notes and rearrange with other chunks Scholastic
Vocabulary
Academic Vocabulary-Tier 1, Tier 2, and Tier 3Common Core Academic Vocabulary Power Pointt
Understanding Tier Vocabulary Power Point
Tier Vocabulary Learning A-Z
evocabulary strategies-Reading Teacher, February 2011
Reading Today Vocab Apps 2014
Creating Strategic Readers Vocabulary Chapter
Online Resources
Reading RocketsAnita Archer Video Series
Playing with Words Phonological Awareness Link
Working and Playing with Words/Literacy Connection
Key Word Strategy
Intervention Central
List Group Label
Just Read Now
Nifty Fifty-Thrifty Fifty (Grades 4-8)
Monthly Plan
Games
Hangman
Scramble
Elkonin Boxes (Sound Boxes)
RIVET
The word strategy, Rivet, was created by Patricia Cunningham as a pre-reading game that keeps students focused on predicting target words from a text.
- In anticipation, the teacher will choose 5-10 words from the text that might be challenging for student(s).
- For each word, the teacher will display an exact number of blank spaces (the number of letters in the word.)
For example, _ _ _ _ _ _ _ 7 blank spaces for the word ‘teacher’
- As students watch, the teacher begins to fill in one letter at a time, encouraging them to guess the word as soon as they think they know it. (Students are not guessing letters like in the game Hangman. They guess the complete word.)
- Students are riveted on the given letters in anticipation of predicting the word. T e a__ _ _ _ _ Possible guesses could be: teacher, teasing, etc.
- Once each word has been revealed, provide a student-friendly definition/example of that word.
- Continue writing in letters, one at a time, until all of the words have been completed.
- Display all target words to students.
- Student(s) write 1-2 sentences making a prediction about the upcoming text using at least 2 of the target words in each sentence.
Students have focused on reading and spelling these target words and, as a result, will be more aware of them when they are encountered during reading.
Use the keynote template (below) to create your own Rivet game, insert letters into each individual text box.
PICTURE RIVET
An additional step can be added to the game of RIVET to aid students in making more personal connections to the words being presented. This personal connection may be what helps students store these words in the associative memory, rather than in short term memory.
As the game of RIVET is played, each student will keep a sheet of paper on his desk. The paper will be folded into quarters or eighths, depending upon the total number of words to be presented over several days. Each time one of the words is revealed, the teacher asks the student to write the word in one of the cells of their folded paper and to draw a picture that will remind them of the meaning of the word. As the students read the text, they have a picture dictionary to use as a glossary of terms as they encounter difficult or keywords.
When reader struggles with decoding multi-syllabic words
o Students should ask themselves "Do I know any other words that look like or sound like this word?"o Model how to divide or "chunk" words, read each part, and then read the word by combining the parts
o Teach students to be flexible with word parts that are irregular
o Have the student "build" words sing more complex rimes like -atch, -ight, -ound
o Systematically teach familiarity with common prefixes and suffixes (See Month by Month, Making Words, and Rewards)
o Write chunks of words on sticky notes and rearrange with other chunks
Scholastic