Transcript Chapter 12 Word Learning Strategies
Chapter 12 Word Learning Strategies
By Rebecca Harker
Effective Word-Learning Strategies
Dictionary Use
Students need instruction in how to use what they find in a dictionary entry.
Teacher should model how to look up meanings of unfamiliar words and how to choose appropriate definitions.
Students should be taught to use a dictionary to further their knowledge of a word.
Morphemic (word part) Analysis
Two basic types of morphemes Free – can stand alone as words Anglo-Saxon root words Compound words Bound – Cannot stand alone as words Prefixes Suffixes Greek roots Latin roots
Anglo-Saxon Root Words Cannot be broken down into smaller words or word parts Knowing the meaning of one root word helps the student learn the meaning of other related words
Compound Words Contains two word parts.
The meaning of some compound words is equal to the meaning of the two word parts.
Example: doghouse, bluebird Other compound words have a meaning different than their two parts.
Example: butterfly, airline
Prefixes Affixes that come before root word.
Can alter the meaning of the word.
Reasons to teach prefixes.
Small number of them Used in a large number of words Usually consistently spelled Easy to identify Have clear meaning
Suffixes Affixes that follow root words.
Can alter the meaning of the word.
Two types Inflectional (-s, -es, -ed, -ing) Change the form of the word but not its speech part Derivational (-ful, -less) Alter root meaning
Greek and Latin Roots Cannot stand alone as words in English.
Most appear in combination with each other Common Greek and Latin Roots (See pg. 494)
Cognate Awareness
Words in two languages that share similar spelling, pronunciation and meaning.
Several categories of cognates Cognates that are spelled identically Cognates that are spelled nearly the same Cognates that are pronounced nearly the same False Cognates Pairs of words that are spelled identically or nearly identically but do NOT share the same meaning.
Contextual Analysis
Understanding the meaning of a word by using the surrounding text.
Helpful context clues (see pg. 499) Definition Synonym Antonym Example General Unhelpful context clues Misdirective Nondirective
Word-Learning Strategies Students will learn words independently if they are taught strategies for determining meaning.
Word-Learning Strategies Sequence of Instruction Contextual Analysis 1 st – Context clues in read-alouds 2 nd 3 rd – Context clues in independently read texts – Types of context clues Morphemic Analysis 1 st – Compound words 2 nd – Prefixes and derivational suffixes with Anglo-Saxon root words 3 rd – Greek words 4 th 5 th – Latin roots – Greek and Latin roots plus affixes
Teaching Word-Learning Strategies 1.
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Using the Dictionary Pave Procedure Concept of Definition Map Compound Words Word Familes Word-Part Clues Context Clues Vocabulary Strategy
Using the Dictionary Direct Explanation Use dictionaries to define, clarify and confirm meaning of words Display Guidelines for Using Dictionary (see pg. 507) Teach/ Model Read all the entries Read all the different meaning in an entry Choose the meaning that makes the most sense
Using the Dictionary Cont.
Guided Practice Practice “Guidelines for Using the Dictionary” with the class.
Independent Practice Allow class time for independent practice
PAVE Procedure Stands for: Prediction, Association, Verification and Evaluation
PAVE Procedure Direct Explanation Explain to student that PAVE can help them determine meaning to unfamiliar words.
Teach/Model PAVE Map (see pg 512)
PAVE Procedure Map 1. Copy the Context Sentence 2. Print the Target Word 3. Predict the Word’s Meaning 4. Write a Sentence Using the Word’s Predicted Meaning 5. Use Dictionary to Verify the Word’s Meaning 6. Revise the Sentence Using the Word’s Verified Definition 7. Draw a Picture to Associate the Word’s Meaning
PAVE Procedure Cont.
Guided Practice Give student copy of PAVE map.
Guide students through the steps Independent Practice
Concept of Definition Map Three Elements 1. What is it?
Category the word belongs to.
2. What is it like?
Characteristics of the word.
3. What are Some Examples?
Concept of Definition Map Cont.
Direct Explanation Explain this map will help them understand three elements of good definition Teach/Model Complete the map (See pg. 517) Guided Practice Independent Practice
Compound Words Direct Explanation Meaning can sometimes be understood by the smaller two word parts of compound word.
Teach/Model For ideas see pg 522 Guided Practice Independent Practice
Word Familes Direct Explanation Remind student root word cannot be broken into smaller words Group of words with same root word is called Word Family Teach/Model Display examples of word families Explain meaning of root word Guided Practice Independent Practice
Word-Part Clues Prefixes Suffixes Roots