Chapter 12 Word Learning Strategies

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Chapter 12 Word Learning Strategies

• By Rebecca Harker

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

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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

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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

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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

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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

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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

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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)

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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.

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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

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Word-Learning Strategies
Why?

• Students will learn words independently if they
  are taught strategies for determining meaning.

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Word-Learning Strategies
When?

• 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

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Teaching Word-Learning Strategies
How?

• Using the Dictionary
• Pave Procedure
• Concept of Definition Map
• Compound Words
• Word Familes
• Word-Part Clues
• Context Clues
• Vocabulary Strategy

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Using the Dictionary

• Direct Explanation
• 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

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Using the Dictionary Cont.

• Guided Practice
• Practice Guidelines for Using the Dictionary
  with the class.

• Independent Practice
• Allow class time for independent practice

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PAVE Procedure

• Stands for
• Prediction, Association, Verification and
  Evaluation

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PAVE Procedure

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

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PAVE Procedure Map

• 1. Copy the Context Sentence
• 2. Print the Target Word
• 3. Predict the Words Meaning
• 4. Write a Sentence Using the Words Predicted
  Meaning

• 5. Use Dictionary to Verify the Words Meaning
• 6. Revise the Sentence Using the Words Verified
  Definition
• 7. Draw a Picture to Associate the Words Meaning

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PAVE Procedure Cont.

• Guided Practice
• Give student copy of PAVE map.
• Guide students through the steps
• Independent Practice

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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?

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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

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Compound Words

• Direct Explanation
• 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

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Word Familes

• Direct Explanation
• 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

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Word-Part Clues

• Prefixes
• Suffixes
• Roots

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