Chapter 12 Word Learning Strategies Teaching Reading Sourcebook

Chapter 12: Word. Learning Strategies Teaching Reading Sourcebook 2 nd edition

Strategies for Problem Solving l Students MUST learn strategies to help them problem solve while reading independently. l l Dictionary use Computer technology Strategies for morphemes/compound words Context clues

Sample of Vocabulary Core Standards for Grade 1 l l a. Use sentence-level context as a clue to the meaning of a word or phrase. b. Define words by category and by one or more key attributes (e. g. , a duck is a bird that swims; a tiger is a large cat with stripes). c. Identify real-life connections between words and their use (e. g. , note places at home that are cozy). d. Distinguish shades of meaning among verbs differing in manner (e. g. , look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e. g. , large, gigantic) by defining or choosing them or by acting out the meanings

Research on Word-Learning Strategies Word-learning strategies can help students to determine meanings of unfamiliar words independently and transfer the strategies to other words.

When to Teach l l Morphemic awareness can be taught early. Deeper morphemic analysis begins around fourth grade. Instruction in compound words, word families, and simple affixes begins by second grade. Vocabulary can be acquired through use of context clues in reading and listening. Beginning in Kindergarten, teachers can model the use of context clues when reading aloud. By grades 2 and 3, students begin learning to use context clues independently.

When to Assess and Intervene l l l Assessment tied to instruction provides information about students’ word learning strategies. The multiple-choice format can also provide a global measure of vocabulary. Thinking aloud or self-evaluation reveals the student’s metacognitive thinking.

Dictionary Use l Mechanics of using a dictionary l l l finding an entry alphabetically using guide words separating words into syllables using pronunciation keys Translating dictionary definitions into word knowledge l l finding the appropriate definition to fit the context confirming and deepening knowledge of a word

Morphemic Awareness l Key instructional elements in morphemic analysis include l l Root words and word families: teaching root word and its derived forms; Compound words: contain two free morphemes that stand alone as two word parts; Greek and Latin Roots: bound morphemes that cannot stand alone as words in English; Cognate Awareness: words in two languages that share a similar spelling, pronunciation and meaning.

Contextual Analysis Pg. 546 l Types of helpful context clues in text l l l Definition: direct definition within the sentence. Appositive: a word or phrase that defines or explains a word that precedes it. Synonym: a word or phrase that is similar in meaning. Antonym: words that mean the opposite or in contrast. Example: several words or ideas as examples General: non-specific clues to meaning Types of unhelpful context clues in text l l Misdirective: direct reader to incorrect meaning Nondirective: do not direct reader to any particular meaning of the word

Vocabulary Activities Word sorts l Personal dictionaries l Word walls l Concept definition map l Games l

Content Vocabulary Word Walls

Words Their Way Concept Sorts

Vocabulary Activities l l Loop writer Object Description Focus on pre-fixes, root words, and suffixes and their meanings. Act It Out

Loop Writer l l l Also known as “Zip Around” Students must be able to read words However, they do not have to know all of the words initially A method to practice new vocabulary Use sight words, word families, subject area vocabulary, similar sounding words www. curriculumproject. com/loopwriter

Act it Out A moving game. “Listen carefully to what I say and then try to do it. ” Keeping score: Build a tower of blocks by adding a block for each correct response. Remove a block for each incorrect response. “Wave your hand slowly. ” “Wave your hand quickly. ” “Count to three quietly. ” “Hop on one foot slowly. ” “Smile happily. ” “Stand proudly. ” “Look at me sadly. ” “Hop on one foot quickly. ”

Object Description l l l Look at the picture or photo of an object. Say the word. Answer the questions with specific words. Insert the words into the diagram sentence (next slide). Read the definition. Gradually decrease support until students are independent.

Object Description Sentences l 1. What is it called? _____ 2. What is the category? _____ 3. What do you do with it? What does it do? 4. What does it look like? _____ 5. What parts does it have? _____ 6. What does it feel like? ______ 7. Where can I find it? ________

Next, Build the Definition l. A _____(#1)______ is a(n) ____(# 2)____ that _____(#3)_______. It _______(#4, 5, 6 or 7)_____ and ____(#4, 5, 6 or 7)_____.

Finally, write the definition A vestibule is an area or space that comes before a more important area. It is small, may hold supplies, and you can find it near the main door of some homes and buildings.

Vocabulary Interventions l l Include all three tiers of vocabulary types Combine print and speech supports Need to be modified for grades and ages Require many repetitions to be successful

Implicit and Explicit Teaching of Vocabulary l Example from Teaching Channel l Watch for ways in which the teacher implicitly and explicitly teaches vocabulary.