Transcript Increasing Speaking,Listening, Reading, and Writing Vocabularies

Increasing Speaking,Listening,
Reading, and Writing
Vocabularies and Word
Recognition
Chapter 5
How students decode and develop
vocabularies
Parallel distributed processing ( how brain
associates words with their meaning) The brain
detects patterns in sounds and symbols it sees
can acquire vocabulary through experiences in
literature in an integrated program
The major difference between poor and better readers
is that better readers read more than poorer ones and
better readers recognize the meanings of most words
instantly and automatically.
How can teachers help?
Read aloud to students
Give more chances to talk, read, and speak
By third or fourth grade, children’s ability to
continuously expand their oral vocabularies will
significantly affect their level of lifelong reading
success.
Varied heterogeneous reading groups
use of multiple decoding strategies for learning
new words.
How can we help build vocabulary ?
Teach students to think of how words relate to
each other
identify new vocabulary as you read
anticipate new words they may encounter
write the new words as you are saying them
Semantic mapping or webbing
The visual organization in which thoughts and
ideas are diagramed to demonstrate their
relationship to each other.
Library of Graphic Organizers
Decoding and Encoding
Decoding changes written word or spoken word
into meaning.
Student must use certain strategies and check decoding
against their understandings about life, and what makes
sense in the story
Encoding translates the word into letters or sounds
that will communicate to others
Teaching sight word strategies
Content -specific sight words
teach in context of subject matter
word imagery
Basic sight words
configuration(shape)
teach most used words first
Signal sight words
Shows relationship, order, summations, or changes in
thoughts and ideas, more of same or different coming
use same word in different sentences
teach directly
Phonics
Science of matching speech sounds to printed
letters while reading and spelling
controversy
Use fourteen generalizations to decode 80% of the
phonetically regular English words
Phonetic generalizations
Use when a word looks
similar to one they already
know
Model how to select the
proper generalization
stop at difficult word
think about words around it
tell how you selected
generalization
let students do a think aloud
Learn to use fourteen
generalizations rapidly and
independently
learn letter names and
phonemes
learn reoccurring spelling
patterns
learn most common
sequence of letters within
words
Decode by analogy
(comparisons)
Use rhyme
Use words in language
experience
Blending
Say medial vowel sound
first
Blend beginning sound with
Add ending sound
Change words that begin
with a single consonant to
ones with blends
Structural Analysis
Analyze sections of the multisyllable word to
determine meaning and build vocabulary
root words, suffixes, prefixes
Spelling patterns
Semantic and Syntactic context clues
Use position word holds in a sentence
Use meanings of words around it in the sentence
contextual wedges
Using Dictionaries and thesauruses
Teach dictionary usage
Dictionary sword drills
definitions general to specialized
identify meaning used in reading
use first letter to open to most efficient place
alphabetical order to third letter
guide words
diacritical markings and accents
Locate the parts of speech
how to skim a page to locate word quickly
syllabication markings
how to know the preferred spelling
how to use preface and appendices
how to find synonyms and antonyms in word
definitions
Ask a Friend or Teacher
What to do when you don’t know a
word ?
Must know basic sight words
analyze words with familiar spelling patterns
use structural analysis if it is a long word
use other words in the sentence
ask a friend or teacher
look in dictionary
Reader selected miscues
Have students mark word
that they have difficulty
with
Teacher looks to see if
there are common
difficulties
What’s in my head
Put 25 words on board in groups of five
Number paper from one to five
Give five clues for each grouping to help find the
specific word
Write the word on the paper
Decoding differences between
languages
Meet with students individually to decode words
Know the conflicts between the first and second
language to help with problems
Find cognates in languages ( pairs of words
formed from the same root)
Technology support
Electronic books
Multimedia
Multimedia that is interactive -videodiscs
Mapping
Graphing
Researching
Other things of interest
Reading aloud is one of the best methods of
advancing student’s communication and thinking
abilities
Think pads
Holiday books