1. Ch 9: Vocabulary Figuring Out What Words Mean When Kids Can’t Read by Kylene Beers

2. Learning New Words Traditional Method Traditional Method Monday: Teacher gives vocab words Monday: Teacher gives vocab words Tuesday-Thursday: students memorize definitions Tuesday-Thursday: students memorize definitions Friday: test on vocab words Friday: test on vocab words After Friday: vocab words are forgotten After Friday: vocab words are forgotten

3. Suggestion #1 Word Study NOT Word Memorization Word Study NOT Word Memorization Study done with Teachers (very informative) Study done with Teachers (very informative) Students learn more words when there are fewer words to focus on Students learn more words when there are fewer words to focus on Students learn more words when we use those words in our own speech Students learn more words when we use those words in our own speech

4. Suggestion #2 Teach Students to Use Context as a Clue Teach Students to Use Context as a Clue In order to use context clues you have to make inferences (sometimes many of them) – struggling readers typically do not have the skills to make the necessary inferences In order to use context clues you have to make inferences (sometimes many of them) – struggling readers typically do not have the skills to make the necessary inferences Clues to figuring our unknown words: Clues to figuring our unknown words: definition/explanation clues definition/explanation clues restatement/synonym clues restatement/synonym clues contrast/antonym clues contrast/antonym clues gist clues gist clues Help students see relationships among words – this can lead to them making inferences Help students see relationships among words – this can lead to them making inferences

5. Suggestion #3 Teach Word Parts Teach Word Parts Teach specific roots and affixes Teach specific roots and affixes Vocabulary Trees can be very helpful when teaching root words (example on pg. 189) Vocabulary Trees can be very helpful when teaching root words (example on pg. 189) Vertical planning with teachers to determine when specific roots/affixes will be taught Vertical planning with teachers to determine when specific roots/affixes will be taught Use graphic organizers to help teach roots Use graphic organizers to help teach roots

6. Suggestion #4 Turn Vocabulary Study into a Word Hunt Turn Vocabulary Study into a Word Hunt Let students collect words they like, don’t understand, sound funny, look funny, etc. to be used as vocab words Let students collect words they like, don’t understand, sound funny, look funny, etc. to be used as vocab words Spend some time exploring words that have different meanings when used in a different context (words across contexts pg. 191) Spend some time exploring words that have different meanings when used in a different context (words across contexts pg. 191) Make use of word puzzles Make use of word puzzles

7. Suggestion #5 Use Graphic Organizers Use Graphic Organizers Word Scroll (pg. 194) helps students take a definition and eventually create a sentence Word Scroll (pg. 194) helps students take a definition and eventually create a sentence Graphic Organizers help build word knowledge Graphic Organizers help build word knowledge

8. Suggestion #6 Use Logographic Cues Use Logographic Cues Using note cards: Using note cards: One side – write the definition One side – write the definition Other side – draw a logograph (picture) that suggests the meaning of the word Other side – draw a logograph (picture) that suggests the meaning of the word Logographs are a useful tool for remembering words Logographs are a useful tool for remembering words

9. Suggestion #7 Read Aloud and Use SSR Read Aloud and Use SSR Reading Aloud: Reading Aloud: Can be done by the teacher, in pairs, or with something such as readers theater Can be done by the teacher, in pairs, or with something such as readers theater Should be done for at least 10 mins/day or 15 mins/every other day Should be done for at least 10 mins/day or 15 mins/every other day Material – preview and vary Material – preview and vary Silent Reading: Silent Reading: As few as 15 mins/day can have a major impact As few as 15 mins/day can have a major impact Teachers should show they value SSR by being a teacher during this time, not making copies/grading/cleaning/etc. Teachers should show they value SSR by being a teacher during this time, not making copies/grading/cleaning/etc.

10. Suggestion #8 Ask the Right Question Ask the Right Question Have you ever heard this word? Do you have any idea what it means? Have you ever heard this word? Do you have any idea what it means? Can you use the word in a sentence? Can you use the word in a sentence? What words were troublesome for you when you read this section? What words were troublesome for you when you read this section? Can you imagine what this word means by looking at this part (i.e. suffix, prefix, root) of the word? Can you imagine what this word means by looking at this part (i.e. suffix, prefix, root) of the word? Can you figure out what the word could mean if I say it is related to ________________? Can you figure out what the word could mean if I say it is related to ________________? Can you reread the section and from the other sentences figure out what it might mean? Can you reread the section and from the other sentences figure out what it might mean? Teachers should ask students very specific questions in order to find out about their word knowledge. Teachers should ask students very specific questions in order to find out about their word knowledge. Use the answers your students provide to help mold your instruction. Use the answers your students provide to help mold your instruction.