Objective 0005
Reading
Wisconsin Foundations of Reading Study Guide by Jennifer Arenson Yaeger p. 42-46, used with permission from the author.
Understand vocabulary development
Understand vocabulary development
- The relationship between oral and written vocabulary development and reading comprehension
- The role of systematic, non-contextual vocabulary strategies and contextual vocabulary strategies
- use of context within the sentence to determine the meaning of an unfamiliar word
- grouping words based on conceptual categories and associative meanings
- paraphrasing
- using structural analysis of familiar morphemes (in- or -ible) in order to deduce the meaning of the word - powerful independent word-learning strategy
- The relationship between oral vocabulary and the process of identifying and understanding written words
- Ability to decode words is relative to identifying written words
- The decoded word needs to connect back to one's vocabulary
- If vocabulary is comprehensive - comprehension is achievable
- If vocabulary is deficient - comprehension is slighted
- Strategies for promoting oral language development and listening comprehension
- read-alouds -
- word explanation strategies - using verbal language to describe what is written and listening to oral language to gain a picture of what could be written - What word am I describing? Use descriptive language and synonyms to try to paint a picture for the listener.
- Knowledge of common sayings, proverbs, and idioms - an expression that is a sequence of words that have a specific meaning beyond the sum of the meanings of the component words. - The best instruction for explaining the mean of idioms and proverbs is to use the idiom to describe several situations
- Idioms and Proverbs
- Idioms and Proverbs
- Knowledge of foreign words and abbreviations commonly used in English (RSVP)
- Criteria for selecting vocabulary words
- Vocabulary Tiers
- Tiers
- Strategies for clarifying and extending a reader's understanding of unfamiliar words encountered in connected text
- Use of semantic and syntactic clues
- Use of word maps - use when a student does not know a word so (s)he can seek out the meaning and add to their acquired vocabulary list
- Use of dictionary - looking up words that are unfamiliar and finding the definition (can be added to the word map)
- Strategies promoting comprehension across the curriculum by expanding knowledge of academic language, including:
- Conventions of standard English grammar and usage
- Differences between the conventions of spoken and written shared English
- General academic vocabulary
- Content area vocabulary (focus on key words)
- Grouping words related to a text based on concepts and associated meanings - microorganisms, bacteria, protozoa, algae, fungi, viruses, parasites
- Introduction to conceptually challenging words (most likely not in the student's current vocabulary) as well as key concepts is crucial in comprehension
- Assist students in setting up a semantic map (as the one pictured above) to help categorize, visualize, and remember new vocabulary as well as develop a framework for making connections
- The importance of frequent, extensive, varied reading experiences in the development of academic language and vocabulary
- Development of academic language and vocabulary knowledge and skills in individual students (ESOL and struggling readers through proficient readers)
- Most effective tools for teaching ESOL learners
- Activating prior knowledge about the subject
- Use of visual aids, pictures, illustrations
- Most effective tools for teaching ESOL learners
Attributions
Words Matter: Common Assignment 1 from Bill & Melinda Gates Foundation