Transcript Tiffany - Beers Ch9

Ch 9: Vocabulary
Figuring Out What Words Mean
When Kids Can’t Read by
Kylene Beers
Learning New Words
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Traditional Method
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Monday: Teacher gives vocab words
Tuesday-Thursday: students memorize
definitions
Friday: test on vocab words
After Friday: vocab words are forgotten
Suggestion #1
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Word Study NOT Word Memorization
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Study done with Teachers (very informative)
Students learn more words when there are
fewer words to focus on
Students learn more words when we use
those words in our own speech
Suggestion #2
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Teach Students to Use Context as a Clue
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In order to use context clues you have to make
inferences (sometimes many of them) – struggling
readers typically do not have the skills to make the
necessary inferences
Clues to figuring our unknown words:
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definition/explanation clues
restatement/synonym clues
contrast/antonym clues
gist clues
Help students see relationships among words – this
can lead to them making inferences
Suggestion #3
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Teach Word Parts
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Teach specific roots and affixes
Vocabulary Trees can be very helpful when
teaching root words (example on pg. 189)
Vertical planning with teachers to determine
when specific roots/affixes will be taught
Use graphic organizers to help teach roots
Suggestion #4
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Turn Vocabulary Study into a Word Hunt
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Let students collect words they like, don’t
understand, sound funny, look funny, etc. to
be used as vocab words
Spend some time exploring words that have
different meanings when used in a different
context (words across contexts pg. 191)
Make use of word puzzles
Suggestion #5
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Use Graphic Organizers
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Word Scroll (pg. 194) helps students take a
definition and eventually create a sentence
Graphic Organizers help build word knowledge
Suggestion #6
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Use Logographic Cues
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Using note cards:
One side – write the definition
 Other side – draw a logograph (picture) that
suggests the meaning of the word
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Logographs are a useful tool for remembering
words
Suggestion #7
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Read Aloud and Use SSR
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Reading Aloud:
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Can be done by the teacher, in pairs, or with something such
as readers theater
Should be done for at least 10 mins/day or 15 mins/every
other day
Material – preview and vary
Silent Reading:
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As few as 15 mins/day can have a major impact
Teachers should show they value SSR by being a teacher
during this time, not making copies/grading/cleaning/etc.
Suggestion #8
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Ask the Right Question
 Have you ever heard this word? Do you have any idea what it
means?
 Can you use the word in a sentence?
 What words were troublesome for you when you read this
section?
 Can you imagine what this word means by looking at this part
(i.e. suffix, prefix, root) of the word?
 Can you figure out what the word could mean if I say it is
related to ________________?
 Can you reread the section and from the other sentences figure
out what it might mean?
 Teachers should ask students very specific questions in order to
find out about their word knowledge.
 Use the answers your students provide to help mold your
instruction.