Chapter 1: Vocabulary; Reading Comprehension Flashcards
Compound Words
are made of words that combine to form a new word
Prefixes
Include any morpheme that is attached ot the beginning of a root or word and changes the meaning of that word. Prefixes do not change the form of the word, only the meaning.
Common prefixes: con-, com-, ad-, de-, di-, dis-, per-, sub-, hyper-, un-
Numbers: bi-, tri-, uni-, mono-, octo-, etc.
Suffixes
Morpheme attached to the end of a word.
Suffixes often change the function of the word and often require a spelling change in the root as well.
Example: -ial to colony changes the noun to an adjective.
Base Words
Words without any endings or other word parts added to them. A base word can stand on its own.
Example: side is the base word for outside.
Homonyms
Two or more words having the same spelling or pronunciation but different meanings and origins.
Example: pen (writing utensil, holding place for cattle)
book (something to read, making a reservation)
Antonyms
Words meaning the opposite of another word.
Synonyms
Words having the same meaning as another.
Denotation
Explicit definition as listed in a dictionary.
Example: Home - “a place where one lives; a residence”
Connotation
The associated or implied meaning of a word.
Example: Home - “a place of security, comfort, and family”
Dorothy: “There’s no place like home” is referring to connotative meaning versus denotative meaning (dictionary meaning).
Derivation of Words
The origins of vocabulary
Hippo: Greek word for horse
Potamus: river
Greek and Latin are many of the root words in English
Common Roots
Acr, acro: heigh, summit, tip
Greek - akros = high, extreme
Examples: acrobat, acronym
Ant-, anti-: against, opposed to, preventative
Greek - anti = against
Ex: antibiotic, antipodes
Aqu-: water
Latin - aqua
Ex: aquamarine, aquarium, aqueduct
Bi-: two
Latin - bis “twice” bini “in twos”
Ex: binoculars, bigamy, biscotti
Word maps
For each unfamiliary word the student, with the support of th teacher, creates a graphic organizer for the words.
At the top or center of the graphic organizer is the unfamiliar word. Then branching off of the word are three categories that can include classification, what the class or group of words belong to, qualities of the word, and finally examples of the word.
Skimming
Used to quickly identify the main identify the main ideas of a text.
Strategies:
1) Reading the first and last sentence of paragraphs
2) Reading only the headings,
3) Reading through the summaries or other organizers that appear in the text
4) Also useful when searching dates, names, locations
Scanning
Technique you often use when looking up a word in a dictionary or encyclopedia. A student knows what word, idea, or thought he or she is looking for.
Strategy: Quickly gazing through a text to locate the word or idea being sought. Can also be used to determine if resources will assist in answering desired questions.
Previewing
Simply going over texts with students before they engage with the text.
Titles, section headings, photo captions.
Gives students a sens of structure, organization, and comfort of the reading material.
Predicting
Making predictions before reading.
Can use headings, pictures, etc. to make predictions.
Students can revisit.
Visualizing and graphic organizers
Many students think visually and might best comprehend reading material if there are shapes, spatial relationships, movements, or colors involved in the reading.
Teachers can instruct students to imagine a story as if it were a movie going on in their heads or imagine characters’ features.
Teachers can also use graphic organizers or outlines to layout the plot or sequential order of the texts being read.
Questioning
Having students create their own questions about the text as they move through it is a helpful strategy.
Before reading a text teachers can instruct their students to think about the subject, characters, or plot and make notes as they move deeper into the content.
Teachers can instruct their studnets to pause during the reading and write down the questions and then revist those questions later to see if they have found answers.
Activating prior knowledge
Good readers constantly try to comprehend what htey are reading by seeing if the texts connect with what they already know.
Three main connections:
1) Text to self
2) Text to world
3) Text to text
Connecting a text to students’ experiences can help them personalize the information they’re about to receive.
Annotating
Successful readers often read with a writing utensil in their hand to make notes as they read.
Annotating requires readers to constantly be thinking and be actively engaged with the text.
“Speak back” to the text by writing, circling, or commenting right on the page.
Teachers might instruct students to mark or underline the main idea, key words, or phrases as they move through the text.
Retelling an summarizing
Retell or summarize the text in their own words.
Retelling can assist with clearing up language or comprehension issues.
Summarizing allows them to distinguish between main points and minor points.
