Increasing Speaking,Listening, Reading, and Writing Vocabularies and Word Recognition Chapter 5

How students decode and develop vocabularies bParallel distributed processing ( how brain associates words with their meaning) The brain detects patterns in sounds and symbols it sees bcan acquire vocabulary through experiences in literature in an integrated program bThe 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? bRead aloud to students bGive more chances to talk, read, and speak bBy third or fourth grade, children’s ability to continuously expand their oral vocabularies will significantly affect their level of lifelong reading success. bVaried heterogeneous reading groups buse of multiple decoding strategies for learning new words.

How can we help build vocabulary ? bTeach students to think of how words relate to each other bidentify new vocabulary as you read banticipate new words they may encounter bwrite the new words as you are saying them

Semantic mapping or webbing bThe visual organization in which thoughts and ideas are diagramed to demonstrate their relationship to each other. bLibrary of Graphic OrganizersLibrary of Graphic Organizers

Decoding and Encoding bDecoding changes written word or spoken word into meaning. bStudent must use certain strategies and check decoding against their understandings about life, and what makes sense in the story bEncoding translates the word into letters or sounds that will communicate to others

Teaching sight word strategies bContent -specific sight words bteach in context of subject matter bword imagery bBasic sight words bconfiguration(shape) bteach most used words first

bSignal sight words bShows relationship, order, summations, or changes in thoughts and ideas, more of same or different coming buse same word in different sentences bteach directly

Phonics bScience of matching speech sounds to printed letters while reading and spelling bcontroversy bUse fourteen generalizations to decode 80% of the phonetically regular English words

Phonetic generalizations bUse when a word looks similar to one they already know bModel how to select the proper generalization bstop at difficult word bthink about words around it btell how you selected generalization blet students do a think aloud bLearn to use fourteen generalizations rapidly and independently blearn letter names and phonemes blearn reoccurring spelling patterns blearn most common sequence of letters within words

bDecode by analogy (comparisons) bUse rhyme bUse words in language experience bBlending bSay medial vowel sound first bBlend beginning sound with bAdd ending sound bChange words that begin with a single consonant to ones with blends

Structural Analysis bAnalyze sections of the multisyllable word to determine meaning and build vocabulary broot words, suffixes, prefixes bSpelling patterns

Semantic and Syntactic context clues bUse position word holds in a sentence bUse meanings of words around it in the sentence bcontextual wedges

Using Dictionaries and thesauruses bTeach dictionary usage bDictionary sword drills bdefinitions general to specialized bidentify meaning used in reading buse first letter to open to most efficient place balphabetical order to third letter bguide words bdiacritical markings and accents

bLocate the parts of speech bhow to skim a page to locate word quickly bsyllabication markings bhow to know the preferred spelling bhow to use preface and appendices bhow to find synonyms and antonyms in word definitions

bAsk a Friend or Teacher

What to do when you don’t know a word ? bMust know basic sight words banalyze words with familiar spelling patterns buse structural analysis if it is a long word buse other words in the sentence bask a friend or teacher blook in dictionary

Reader selected miscues bHave students mark word that they have difficulty with bTeacher looks to see if there are common difficulties

What’s in my head bPut 25 words on board in groups of five bNumber paper from one to five bGive five clues for each grouping to help find the specific word bWrite the word on the paper

Decoding differences between languages bMeet with students individually to decode words bKnow the conflicts between the first and second language to help with problems bFind cognates in languages ( pairs of words formed from the same root)

Technology support bElectronic books bMultimedia bMultimedia that is interactive -videodiscs bMapping bGraphing bResearching

Other things of interest bReading aloud is one of the best methods of advancing student’s communication and thinking abilities bThink pads bHoliday books