Chapter 12 Word Learning Strategies By Rebecca Harker.

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 Analysis1st – Context clues in read-alouds2nd – Context clues in independently read texts3rd – Types of context clues

Morphemic Analysis1st – Compound words2nd – Prefixes and derivational suffixes with Anglo-Saxon

root words3rd – Greek words4th – Latin roots5th – Greek and Latin roots plus affixes

Teaching Word-Learning Strategies

1. Using the Dictionary2. Pave Procedure3. Concept of Definition Map4. Compound Words5. Word Familes6. Word-Part Clues7. Context Clues8. 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