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Discovering Meanings of Unfamiliar Words Discovering Meanings of Unfamiliar Words

Discovering Meanings of Unfamiliar Words - PowerPoint Presentation

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Discovering Meanings of Unfamiliar Words - PPT Presentation

Althea W Peak 2 nd Grade SWP Summer 2013 Digging Deep Turn and Talk Children dont have full vocabularies that they need so word study and strategies are imperative Cover up unfamiliar words and let kids use photos and illustrations to figure out the meaning ID: 474481

vocabulary students unfamiliar words students vocabulary words unfamiliar word read instruction meaning teaching meanings strategies content texts direct literacy

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Slide1

Discovering Meanings of Unfamiliar WordsAlthea W. Peak2nd Grade SWP Summer 2013

Digging Deep:Slide2

“Turn and Talk”Children don’t have full vocabularies that they need, so word study and strategies are imperativeCover up unfamiliar words and let kids use photos and illustrations to figure out the meaningEven in content studies, vocabulary can be taught through visuals and through experiences (ie. Science)

How do you teach students meanings of unfamiliar words?Slide3

I found that during and after reading texts many of my students did not understand what they read. Many of the students in my school do not have the background knowledge they need to be equipped for the understanding of vocabulary they will encounter in books they read independently for pleasure or for information. When giving assessments like the Dominie, I found that the most commonly missed questions were questions that asked students about word meaning within the context. So, I asked the question, “How do I strengthen how I teach students the meanings of unfamiliar words?” My RoadblockSlide4

The CCSS require the teaching of phonological awareness, phonics, fluency, and other foundational literacy skills in Grades K–5. This makes sense since research has demonstrated the value of explicitly and systematically teaching these skills. In order to meet the requirements of the Standards, teachers will need to continue to provide high quality explicit and systematic instruction in these foundational skills if students are to succeed in learning to read.www.corestandards.org/ELA-Literacy/RF/2

Should strategies to figure out meanings of vocabulary be taught?Slide5

CCSS.ELA-Literacy.L.2.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategiesCCSS.ELA-Literacy.L.2.4e  Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases. CCSS.ELA-Literacy.L.2.5b

Distinguish shades of meaning among closely related verbs (e.g.,toss, throw, hurl

) and closely related adjectives (e.g., 

thin, slender, skinny, scrawny

).

 

CCSS.ELA-Literacy.L.2.6

Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (

e.g.,

When other kids are happy that makes me happy).

Common Core Standards

.Slide6

The lungs’ main air pipes, the bronchi, branch many times until they form hair-thin tubes, terminal bronchioles. Those end in grape-like bunches of air bubbles, called alveoli. Nonfiction Craft Lessons: Teaching Information Writing K-8

by Joann Portalupi

and Ralph Fletcher

What strategies do you use to figure out the meaning of an unfamiliar word?Slide7

Re-readUse schema: look for familiar terms or wordsPay attention to the wordsTake time ThinkLook for punctuation helpersUse context cluesPay close attention to the picturesStrategies for figuring out meanings of unfamiliar wordsSlide8

Research has concluded that systematic vocabulary instruction is one of the most important instructional interventions that teachers can use, particularly with low-achieving students.Students who received direct instruction of vocabulary words critical to learning new content had an increase of 33 percentile points in summative assessments. Direct instruction enhances achievement. Students that were taught vocabulary through direct instruction also had a 12% increase in comprehension of new material. Their ability to comprehend new vocabulary increased as a result of direct instruction.

Classroom Instruction that Works

By Robert

Marzano

, Pickering, and Pollock

Why Systematic or Direct Instruction of Vocabulary?Slide9

Vocabulary instruction is the strongest action a teacher can take to ensure that students have the background knowledge they need to understand the content they will encounter in school. (Marzano, Pickering, 2005)Systematic and Explicit TeachingSlide10

"Direct instruction on words that are critical to new content produces the most powerful learning." —Robert Marzano

.

http://www.youtube.com/watch?v=OetbzrP2QUUSlide11

What are some Techniques you use to teach meanings of unfamiliar words?Slide12

Mini- lesson: Choose a Read Aloud that has rich vocabulary. Read aloud the first few pages by using the think aloud method. Think aloud about the meanings of words from the page(s). When talking out loud ask questions, refer to your background knowledge(schema), re-read, look at the picture and talk about it. Model other wordsAsk students to think about what they heard you doChart what they noticedTeaching unfamiliar vocabulary using mentor texts.Slide13

Then tell students it’s their turn to listen carefullyRaise their hand when they don’t understand a wordRecord their unfamiliar word(s) on a chart “What can you do to help yourself figure out the meaning of an unfamiliar word?”Next have students to work with partners using other texts to find unfamiliar words and record their findings on the chartCome back together and share findings Using mentor texts continued….Slide14

Unfamiliar WordWhat I think it means?What helped me?collectedTo have a lot of something, same thing but different colors or sizes

Pictures, schema

Example of chart …Slide15

Mini-lesson- identify important vocabulary from content area/unit. Show students the word(s) that they are expected to understand in order to master the lessons objective.Review vocabulary words or concept list with the class before students read the selection.Students may work in groups on the vocabulary words.Have students read the assigned text selection and carefully define the key concepts after talking about the vocabulary . Have each group of students complete the four-square chart for each concept word. Have the groups to share what they learned when they come back together.

Teaching unfamiliar words using the

Frayer

Model as an instructional strategy.Slide16

Example of Frayer ModelSlide17

Content-Word BoardsWritingOpen word discussionsUse concrete objects Other Strategies for Vocabulary BuildingSlide18

What to do when you can read a word but you don’t know what it means:1.

Cover

it up.

2.

Read

all around the word.

3.

Think

about a word that would make sense in its place.

4.

Read

the sentence again using the new word instead.

5. That’s probably what the hard word means.

6. It works most of the time, but not all the time.

Context Clues Chart

Created by Daisy

Bokus

and Her Third Graders

One Child at a Time by Pat JohnsonSlide19

Mentor Texts with rich vocabularySlide20

Turn and talkHow does teaching strategies to understand unfamiliar words impact student learning?Slide21

Promotes critical thinkingDiscuss meaning of unfamiliar wordsOpportunities to clear up misconceptionsFamiliarizes students with unknown vocabularyGives visual representationImageryBuilds connections to new conceptsDeeper understandingBenefits of StrategiesSlide22

Fountas, Irene and Pinnel, Gay Su. Guided Reading. Heinemann, Portsmouth,NH. 1996. Johnson, Pat. One Child at a Time. Stenhouse Publishers, Porland, Maine. 2006.Marzano, Robert, Pickering and Pollock. Classroom Instruction that Works. 2001.

Miller, Debbie. Reading with Meaning. Stenhouse Publishers. Portland, Maine. 2002.

Parker, Steve. “Brain Surgery for Beginners and Other Major Operations for Minors

.”

Brookfield ,

CT:Millbrook

Press. 1995.

Portalupi

, Joann and Fletcher, Ralph. Nonfiction Craft Lessons-Teaching Information Writing K-8.

Stenhouse Publishers. 2001.www.worksheetworks.com /Frayer model. Zimmerman, Susan and Hutchins Chryse. 7 Keys to Comprehension. Three Rivers Press, NY,NY. 2003

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