When should a teacher use it?

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Average first graders know between 5,000 and 6,000 words and learn about 3,000 words per year. A good reader encounters 1.5 million words in a school year. The average 3rd to 6th-grade book has 25,000 to 40, 000 words. So how much should students read to become strong readers? Words chosen for instruction should be keywords that will be encountered again and again. Also important is talking about words and relating them to background (prior) knowledge, building relationships, developing a depth of knowledge, and promoting transfer. A great deal of vocabulary is learned indirectly, (hear stories read, hear conversations, and seeing vocabulary as they read on their own). Some vocabulary can and should be taught directly. Vocabulary growth comes from using read alouds, graphic organizers, teaching connotations, figurative language, and teaching children how to learn words on their own. Teachers can also help children build vocabulary by modeling word-learning strategies to decipher the meanings of unfamiliar words through the use of context. Show how common (word parts) prefixes, suffixes, and roots affect meanings of words (morphology) and demonstrate appropriate dictionary use. It is important to provide a wide range of reading opportunities and materials rich in contextual support for vocabulary development.
5. Define the following and give an example:
affix
derivational analysis
homographs
homophones
inflectional suffixes
morphemic analysis
structural analysis
prefix
suffix
Venn diagram
semantic map
Tier 3 words
6. The Frayer Model is a very specific procedure for teaching vocabulary. When should a teacher use it? Try it with some of your students and let us know the results.
7. Create a graphic organizer for some vocabulary words that you are planning to teach in your class. (It could be a semantic map, semantic feature analysis chart, or a word map). Make sure I see what you created.
Reading comprehension is the active pursuit of meaning. There are several factors that affect reading comprehension; these include, characteristics of the reader( i.e., proficient word reading, prior knowledge, cultural experiences, vocabulary) and the text used ( sentence and text structure) Comprehension develops in motivating and engaging contexts where readers are empowered and teachers need a repertoire of practices to promote comprehension.
8. Define the following:
(a) Literal Comprehension
(b) Inferential Comprehension
(d) Evaluative Comprehension
9. Describe cases you made have experienced that are similar to the Classroom Vignette on page 311. Be specific.
10. Examine how the teacher In The Classroom 11.1 fosters metacognition. How can you model this with your students? Look at the strategies in
Figure 11.1 to help you.
11. Compare and contrast the Basal Reader, Guided Reading, and the thematic approach to teaching reading. You can do this with a chart.
12. (a) How does close reading differ from guided reading? (b) Would you select these approaches for different purposes or for different texts? Explain.
13. Effective questioning techniques help students understand, interpret, and evaluate what they read. In school, we spend considerable time asking students questions. (a) Why might it be useful for the students to ask the questions? (b) How can you use Bloom’s taxonomy Download Bloom’s taxonomyto demonstrate higher-level thinking? (c) Create questions at the analysis, synthesis, and evaluation level for a selection or unit you are teaching in your classroom. (A total of 3 questions)
14. Describe the challenges involved in reading informational text and explain why prior knowledge is vital to comprehending informational text. Also read the Causes of Reading Comprehension Problems.Download Causes of Reading Comprehension Problems. (link is also on canvas). Describe a struggling student you have and identify which cause or causes may be contributing to the comprehension problem.
15. (a) Describe how you used or will use the K-W-L strategy. (b) Do you see any limitations in this strategy?
16. Locate an informational (expository) children’s book and identify the kinds of text structures used in the book. Go to the Discussion. Give the title of the book and the text structures used.
17. View the video on Preparing Your Lesson. This is what you will be working on for your final project.
You will also need the College of Education Lesson Plan Template printed while you view the presentation.

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