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

Ch 9: VocabularyCh 9: Vocabulary

Figuring Out What Words MeanFiguring Out What Words Mean

When Kids Can’t Read by When Kids Can’t Read by Kylene BeersKylene Beers

Learning New WordsLearning New Words

Traditional Method Traditional Method Monday: Teacher gives vocab wordsMonday: Teacher gives vocab words Tuesday-Thursday: students memorize Tuesday-Thursday: students memorize

definitionsdefinitions Friday: test on vocab wordsFriday: test on vocab words After Friday: vocab words are forgottenAfter Friday: vocab words are forgotten

Suggestion #1Suggestion #1

Word Study NOT Word MemorizationWord Study NOT Word Memorization Study done with Teachers (very Study done with Teachers (very

informative)informative) Students learn more words when there Students learn more words when there

are fewer words to focus onare fewer words to focus on Students learn more words when we use Students learn more words when we use

those words in our own speechthose words in our own speech


Teach Students to Use Context as a ClueTeach Students to Use Context as a Clue In order to use context clues you have to make In order to use context clues you have to make

inferences (sometimes many of them) – inferences (sometimes many of them) – struggling readers typically do not have the struggling readers typically do not have the skills to make the necessary inferencesskills to make the necessary inferences

Clues to figuring our unknown words:Clues to figuring our unknown words: definition/explanation cluesdefinition/explanation clues restatement/synonym cluesrestatement/synonym clues contrast/antonym cluescontrast/antonym clues gist cluesgist clues

Help students see relationships among words – Help students see relationships among words – this can lead to them making inferencesthis can lead to them making inferences


Teach Word PartsTeach Word Parts Teach specific roots and affixesTeach specific roots and affixes Vocabulary Trees can be very helpful when Vocabulary Trees can be very helpful when

teaching root words (example on pg. 189)teaching root words (example on pg. 189) Vertical planning with teachers to Vertical planning with teachers to

determine when specific roots/affixes will be determine when specific roots/affixes will be taughttaught

Use graphic organizers to help teach rootsUse graphic organizers to help teach roots


Turn Vocabulary Study into a Word HuntTurn Vocabulary Study into a Word Hunt Let students collect words they like, don’t Let students collect words they like, don’t

understand, sound funny, look funny, etc. understand, sound funny, look funny, etc. to be used as vocab wordsto be used as vocab words

Spend some time exploring words that have Spend some time exploring words that have different meanings when used in a different different meanings when used in a different context (words across contexts pg. 191)context (words across contexts pg. 191)

Make use of word puzzlesMake use of word puzzles


Use Graphic OrganizersUse Graphic Organizers Word Scroll (pg. 194) helps students Word Scroll (pg. 194) helps students

take a definition and eventually create a take a definition and eventually create a sentencesentence

Graphic Organizers help build word Graphic Organizers help build word knowledgeknowledge


Use Logographic CuesUse Logographic Cues Using note cards:Using note cards:

One side – write the definitionOne side – write the definition Other side – draw a logograph (picture) that Other side – draw a logograph (picture) that

suggests the meaning of the wordsuggests the meaning of the word Logographs are a useful tool for Logographs are a useful tool for

remembering wordsremembering words


Read Aloud and Use SSRRead Aloud and Use SSR Reading Aloud:Reading Aloud:

Can be done by the teacher, in pairs, or with Can be done by the teacher, in pairs, or with something such as readers theatersomething such as readers theater

Should be done for at least 10 mins/day or 15 Should be done for at least 10 mins/day or 15 mins/every other daymins/every other day

Material – preview and varyMaterial – preview and vary Silent Reading:Silent Reading:

As few as 15 mins/day can have a major impactAs few as 15 mins/day can have a major impact Teachers should show they value SSR by being a Teachers should show they value SSR by being a

teacher during this time, not making teacher during this time, not making copies/grading/cleaning/etc.copies/grading/cleaning/etc.


Ask the Right QuestionAsk the Right Question Have you ever heard this word? Do you have any idea what Have you ever heard this word? Do you have any idea what

it means?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 What words were troublesome for you when you read this

section?section? Can you imagine what this word means by looking at this Can you imagine what this word means by looking at this

part (i.e. suffix, prefix, root) of the word?part (i.e. suffix, prefix, root) of the word? Can you figure out what the word could mean if I say it is Can you figure out what the word could mean if I say it is

related to ________________?related to ________________? Can you reread the section and from the other sentences Can you reread the section and from the other sentences

figure out what it might mean?figure out what it might mean? Teachers should ask students very specific questions in order Teachers should ask students very specific questions in order

to find out about their word knowledge.to find out about their word knowledge. Use the answers your students provide to help mold your Use the answers your students provide to help mold your

instruction.instruction.

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

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