1. Chapter 12 Word Learning Strategies
By Rebecca Harker

2. Effective Word-Learning Strategies
What?
Effective Word-Learning Strategies
*Using dictionaries
*Using morphemic analysis
*Using contextual analysis

3. 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.

4. 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

5. 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

6. 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

7. 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

8. 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

9. 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)

10. 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.

11. 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

12. Word-Learning Strategies
Why?
Word-Learning Strategies
Students will learn words independently if they are taught strategies for determining meaning.

13. Word-Learning Strategies
When?
Word-Learning Strategies
Sequence of Instruction
Contextual Analysis
1st – Context clues in read-alouds
2nd – Context clues in independently read texts
3rd – Types of context clues
Morphemic Analysis
1st – Compound words
2nd – Prefixes and derivational suffixes with Anglo-Saxon root words
3rd – Greek words
4th – Latin roots
5th – Greek and Latin roots plus affixes

14. Teaching Word-Learning Strategies
How?
Teaching Word-Learning Strategies
Using the Dictionary
Pave Procedure
Concept of Definition Map
Compound Words
Word Familes
Word-Part Clues
Context Clues
Vocabulary Strategy

15. Using the Dictionary Direct Explanation Teach/ Model
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

16. Using the Dictionary Cont.
Guided Practice
Practice “Guidelines for Using the Dictionary” with the class.
Independent Practice
Allow class time for independent practice

17. Stands for: Prediction, Association, Verification and Evaluation
PAVE Procedure
Stands for:
Prediction, Association, Verification and Evaluation

18. PAVE Procedure Direct Explanation Teach/Model
Explain to student that PAVE can help them determine meaning to unfamiliar words.
Teach/Model
PAVE Map (see pg 512)

19. 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

20. PAVE Procedure Cont. Guided Practice Independent Practice
Give student copy of PAVE map.
Guide students through the steps
Independent Practice

21. 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?

22. 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

23. Compound Words Direct Explanation Teach/Model Guided Practice
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

24. Word Familes Direct Explanation Teach/Model Guided Practice
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

25. Word-Part Clues
Prefixes
Suffixes
Roots