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ghoti

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  1. The Last Word1. Read the material silently.2. Choose one statement or point that you have an opinion about.3. When everyone in your group has finished reading and selecting their point, you will take turns discussing your points-one at a time.4. The first person will simply read their highlighted part aloud.5. The other group members will one by one state their opinion about the section read aloud. The person who started will have “the last word” or last turn to share their opinion.6. Then another person will read their highlighted part and you will repeat the process until all people in the group have had “the last word.”

  2. ghoti

  3. Look for ways to embed vocabulary instruction into different aspects of our daily work.

  4. The words that make up 95% of all text are words that most kids already know. Concentrate on the other 5% which are the conceptual meaning makers, which are the words that carry the most meaning for a particular text.

  5. What background knowledge do students need to understand this text?

  6. Typically students are taught three basic strategies to use when they encounter unknown words: • Skip(or substitute) and move on • Sound it out • Use context. • While these strategies are useful, students must know when and how to employ each if they are to be used effectively.

  7. Me men

  8. Common types of syllables: • Closed: A syllable ending in one or more consonants and having a short-vowel sound spelled with one vowel letter. • Open: A syllable ending with a long vowel sound spelled with one vowel letter. • Vowel Combination: A syllable with a short vowel, long vowel or dipthong sound spelled with a vowel combination, such as ai, ea, ee, oi, or oo. • R-controlled: A syllable containing a letter combination made up of a vowel followed by the letter r, such as ar, er, ir, or, and ur. The vowel –r combination one welded sound that cannot be segmented. • Vowel-Consonant e: A syllable with a long-vowel sound spelled with one vowel letter followed by one consonant and a silent e. • Consonant-le: A final, separate syllable containing a consonant followed by the letters le.

  9. Steps for Syllable Division: vcv • Identify and Label the Vowels • Identify and Label Any Consonants Between the Vowels • Look at the Pattern and Divide the Word • Identify the First Syllable’s Type • Blend Each Syllable and Then Read the Whole Word. • If you don’t recognize the word, divide it in a different way.

  10. Understanding morphemic structure unlocks the language’s code and gives individuals access to innumerable words. 65% of words are constructed from Latin and Greek bases.

  11. Latin Longer, more sophisticated words used in formal contexts, such as content-area texts and literature. Audible, dictate, pedal, transport, inspect, construct. Anglo-Saxon Short, everyday words used frequently in ordinary conversation and beginning reading texts. House, happy, play, boy, girl. Greek Specialized words used mostly in science and technology. Astronaut, geology, automatic, barometer, phonograph, telephone.

  12. Accessing Learned Vocabulary • Developing a receptive language is not enough to prepare students for the increasing demand of each grade level. • Students must have frequent opportunities to access rich vocabulary. • Word play activities challenge students to think beyond the language that they use every day. • 2 words per day/10 words per week can be taught directly.

  13. Steps for syllable division • Identify and label the vowels • Identify and label any consonants between the vowels • Look at the pattern and divide the word • Identify the syllable types • Blend each syllable and then read the whole word • If you don’ recognize the word, divide it in a different way.

  14. Flexible Strategy for Reading Big Words • Circle the prefixes and suffixes • Underline the vowels in the uncircled parts of the word. • Read the word by parts or syllables. • Read the whole word and confirm its pronunciation.

  15. Antonym Scales • Choose a pair of antonyms from those below and make an antonym scale from the pair. • Write one word per post it note. After you have listed all your words, arrange your post-its along the scale between the two antonyms. • Use a thesaurus or dictionary to find gradated synonyms for the two words. • Not all antonyms are gradable antonyms. • Busy/idle, hot/cold, wonderful/terrible, wet/dry, young/old, soft/hard, long/short, nice/mean, fat/skinny, fast/slow.

  16. Interactive Powerpoint games: http://people.uncw.edu/ertzbergerj/msgames.htm Wordles http://www.wordle.net/ Foldables: http://www.ehhs.cmich.edu/~dnewby/mcgraw-hillfoldables.ppt#290,8,Storage Site that pronounces words: www.howjsay.com

  17. Three Types of Vocabulary Instruction • Specific Word Instruction • Word-Learning Strategies • Word Consciousness

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