3 Dictionary UseStudents 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 morphemesFree – can stand alone as wordsAnglo-Saxon root wordsCompound wordsBound – Cannot stand alone as wordsPrefixesSuffixesGreek rootsLatin roots
5 Anglo-Saxon Root Words Cannot be broken down into smaller words or word partsKnowing 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, bluebirdOther 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 themUsed in a large number of wordsUsually consistently spelledEasy to identifyHave clear meaning
8 Suffixes Affixes that follow root words. Can alter the meaning of the word.Two typesInflectional (-s, -es, -ed, -ing)Change the form of the word but not its speech partDerivational (-ful, -less)Alter root meaning
9 Greek and Latin Roots Cannot stand alone as words in English. Most appear in combination with each otherCommon Greek and Latin Roots (See pg. 494)
10 Cognate AwarenessWords in two languages that share similar spelling, pronunciation and meaning.Several categories of cognatesCognates that are spelled identicallyCognates that are spelled nearly the sameCognates that are pronounced nearly the sameFalse CognatesPairs of words that are spelled identically or nearly identically but do NOT share the same meaning.
11 Contextual AnalysisUnderstanding the meaning of a word by using the surrounding text.Helpful context clues (see pg. 499)DefinitionSynonymAntonymExampleGeneralUnhelpful context cluesMisdirectiveNondirective
12 Word-Learning Strategies Why?Word-Learning StrategiesStudents will learn words independently if they are taught strategies for determining meaning.
13 Word-Learning Strategies When?Word-Learning StrategiesSequence of InstructionContextual Analysis1st – Context clues in read-alouds2nd – Context clues in independently read texts3rd – Types of context cluesMorphemic Analysis1st – Compound words2nd – Prefixes and derivational suffixes with Anglo-Saxon root words3rd – Greek words4th – Latin roots5th – Greek and Latin roots plus affixes
14 Teaching Word-Learning Strategies How?Teaching Word-Learning StrategiesUsing the DictionaryPave ProcedureConcept of Definition MapCompound WordsWord FamilesWord-Part CluesContext CluesVocabulary Strategy
15 Using the Dictionary Direct Explanation Teach/ Model Use dictionaries to define, clarify and confirm meaning of wordsDisplay Guidelines for Using Dictionary (see pg. 507)Teach/ ModelRead all the entriesRead all the different meaning in an entryChoose the meaning that makes the most sense
16 Using the Dictionary Cont. Guided PracticePractice “Guidelines for Using the Dictionary” with the class.Independent PracticeAllow class time for independent practice
17 Stands for: Prediction, Association, Verification and Evaluation PAVE ProcedureStands 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/ModelPAVE Map (see pg 512)
19 PAVE Procedure Map 1. Copy the Context Sentence 2. Print the Target Word3. Predict the Word’s Meaning4. Write a Sentence Using the Word’s Predicted Meaning5. Use Dictionary to Verify the Word’s Meaning6. Revise the Sentence Using the Word’s Verified Definition7. 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 stepsIndependent Practice
21 Concept of Definition Map Three Elements1. 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 ExplanationExplain this map will help them understand three elements of good definitionTeach/ModelComplete the map (See pg. 517)Guided PracticeIndependent 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/ModelFor ideas see pg 522Guided PracticeIndependent Practice
24 Word Familes Direct Explanation Teach/Model Guided Practice Remind student root word cannot be broken into smaller wordsGroup of words with same root word is called Word FamilyTeach/ModelDisplay examples of word familiesExplain meaning of root wordGuided PracticeIndependent Practice