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Model context clues with the following sentences. Have the group work together to fill in questions. I linked context clues to another strategy I use in my classroom called Guess the Covered Word.
*Provide student with a sentence with a vocabulary word missing
*Students try to guess the word
*Teacher provides first letter
*Students check their words and make new guesses
Context Clues found in Kesler, T. (2010). Shared reading to build vocabulary and comprehension. The Reading Teacher, 64(4), 272-277.
Example from www.google.com
*Sociocultural
*Teacher and School Support
*Phonics
*Whole Word
*Whole Language
*Balanced Literacy
*Oral Language
*Vocabulary Knowledge
*Comprehension
Demand of rigorous complex text
What are ways we as teachers and as a school can support students learning?
One way teachers impact student learning is through vocabulary instruction. A students background and experiences have a direct effect on their vocabulary knowledge. Students with strong oral language skills and abilities tend to have a more extensive vocabulary. Look at the graph at the bottom This graph was presented at my Core Knowledge training and it shows the relationship between listening comprehension and reading comprehension. Students need oral language skills when starting school because children can comprehend more of what they hear then what they can read. With the new implementation of Common Core State Standards, the complexity of text has grown so we need to teach students strategies to tackle vocabulary words orally so when they start to read to comprehend then they will also know how to tackle them.
Reading research has shown that there has been an evolution of reading instruction from phonics to whole words and back again. Whole word reading is synonymous with "look say" or sight reading. Students were taught to memorize words and then apply their knowledge to break down other words to read Whole language evolved from research conducted by Ken Goodman. Whole language focused on "how readers construct meaning from language" (Barry, 2008, p. 43). Research now shows that a balanced literacy approach is what is best for learning to read.
Students come to school with background knowledge that they sometimes don't even realize. The culture that one grows up in helps shape "beliefs, values and norms" (Moore, Moore, Cunningham & Cunningham, 2011, p. 263). These are made up by ones "gender, ethnicity, income, nationality, religion, and neighborhood" (Moore, Moore, Cunningham & Cunningham, 2011, p 263).
Schools and teachers can make a difference in "class size, curricular rigor, language compatibility, parent participation, print accessibility, school community, student attendance, teacher quality, and teaching practice" (Moore, Moore, Cunningham & Cunningham, 2011, p. 264).
Before Reading
* Teacher identifies words from text
* Students write a possible sentence using words
* Students discuss sentences
* Student make predictions about the story.
After Reading
* Students revisit possible sentences
* Students discuss how the word were used in the story
* Students create new possible sentences
Share ways they teach vocabulary.
Possible sentence strategy found in
Kesler, T. (2010). Shared reading to build vocabulary and comprehension. The Reading Teacher, 64(4), 272-277.