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described
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Semantic Features Analysis
• Teaching relationships among words.
• Using a grid. Types go on the left. Qualifying
descriptors go across the top. Answer each type
to see if the descriptors apply. Example: p/ 219
Is an algae eater located at the bottom, middle or
top ? Put a + in the appropriate box.
• This technique builds bridges from old to new
words.
Word Sorts:
• Give students several words that are related
and ask them to sort the words into
categories.
• Word associations: Connect new words to
familiar ones. Use common suffixes,
prefixes.
Contextual approaches
• Modeling_the teacher talks out loud about how
she arrives at the meaning using context and
structural knowledge.If the sentence doesn’t give
clues, read further.
• Different meanings for the same word
(polysemous words) often interfere with
contextual meaning.
• Homonyms sound alike but are spelled
differently. Young readers confuse them.
• Lots of experience with language and print
eliminate this problem.
Language Based Approaches
• Encouraging free reading helps to build
vocabulary.
• Have students listen to good stories on tape.
• Predictable books have much repetition.
• Big books, poetry, story telling and creative
dramatics foster enjoyment of reading.
Poetry Writing
• Word choice is vital. Economy of words helps to
focus on meaning.
• Formula poems make writing poetry effortless.
• Diamante: Line 1 noun, line 2 two adjectives,
line 3 3 participles (ing words).
• Line 4 4 nouns or phrases, line 5 3 participles
noting change, line 6 2 adjectives. Line 7
contrasting noun.
Writing Journals, Diaries, and
Response Journals
• Students internalize meanings when they
write.They write best with a specific audience. If
the audience is the teacher, then the teacher
should respond with a comment or question.
• Student compiled dictionaries. Could have
pictures for young readers and complete with
graphs, charts, and examples for content reading.
Have the students make their dictionary very
complete by allowing them to use then to answer
quizzes over the topic. After the quiz, have them
add and amend so they will be correct for
studying for the test.
Summary
• Students add to their vocabularies by refining
word knowledge. Life experiences, and print
experiences help
• Student need both direct instruction and wide
reading opportunities for vocabulary growth.
• 1. Relate new words to familiar ones. 2. Provide
opportunities to encounter new words. 3. Focus
on key words for new concepts.
• Semantic mapping, word mapping, webbing, and
semantic features analysis are procedures for
learning content words.