ixes of suffixes. For example, if the word "walking" was used in an experience chart, the teacher would write the words "walk" and "walking" on the board and have the class tell through the addition of which letters "walk" is changed to "walking". The teacher might record additional root words which they were already able to recognize visually, writing them with suffixes, on the board (Hoskisson, 1979).
Making word banks is a class project. As some words on an experience chart are being studied, they can be written by the teacher on slips of paper, possibly about two inches by four inches. These words can then be arranged alphabetically and filed in a box similar to a file for recipes. From time to time the class can review reading these words. Word games can be played with the cards or the children can classify them by category, such as color words, doing words, or words about eating. When students are writing, they can refer to the word bank for assistance in spelling. In addition to words from the experience charts other w
...