Word learning summary paper
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SUNY at Albany *
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651
Subject
Mathematics
Date
Jan 9, 2024
Type
docx
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Uploaded by MateRavenMaster992
Chapter 5 of Gelzheiser et al. (2019) focuses on the role of word learning and vocabulary
development within the Comprehensive Reading Intervention (CRI) program. The authors argue
that effective reading comprehension relies heavily on a strong vocabulary foundation, and the
CRI program incorporates various strategies to support students in this area. Some key points
form this chapter would be explicit vocabulary instruction this chapter emphasizes explicit
vocabulary instruction, where teachers directly introduce new words and their meanings through
various techniques like morphology, context clues, and graphic organizers (Gelzheiser et al.,
2019). This explicit approach helps students build a deeper understanding of word meanings and
their application in context. Another important factor of this chapter extensive reading the CRI
promotes extensive reading experiences through access to diverse and engaging texts. By
encountering new words repeatedly in different contexts, students solidify their understanding
and expand their vocabulary naturally. Interactive vocabulary activities as word games,
vocabulary puzzles, and collaborative discussions to enhance word learning and retention. These
activities make vocabulary learning more engaging and enjoyable for students.
In addition to that, tiered vocabulary instruction recognizing the varied vocabulary levels of
students, the CRI program provides tiered instruction to meet individual needs. This
differentiated approach ensures that all students receive appropriate support and challenges in
their vocabulary development. Finally the last thing I learned from this chapter was that
technology integration CRI encourages the use of technology tools like online vocabulary games
and digital dictionaries to promote independent learning and vocabulary exploration outside the
classroom setting (Gelzheiser et al., 2019). Chapters 5 of Gelzheiser et al. (2019) provide a
comprehensive overview of fostering word learning, comprehension, and motivation in students.
The CRI emphasizes explicit instruction, interactive activities, differentiated support, and
technology integration to help students develop the necessary skills and strategies for effective
reading comprehension. By fostering a positive and engaging learning environment the program
aims to cultivate lifelong readers who are motivated and confident in their reading abilities.
Lesson 1: Analyzing Word Parts
Demographics: 3rd-grade students class of 12
Setting: The lesson will be conducted in a classroom setting.
Materials: Whiteboard, markers, word cards (with prefixes and suffixes), and a passage from a
social studies textbook.
Time Allotted: 30 minutes
Pace: Moderate
Goals for Instruction: Students will learn to analyze word parts (prefixes and suffixes) to
determine the meaning of unfamiliar words.
Activities:
1.
Introduce the concept of prefixes and suffixes to students and explain how they can help
identify the meaning of unfamiliar words.
2.
Provide students with word cards containing prefixes and suffixes and ask them to match
them with their meanings.
3.
Read a passage from a social studies textbook that contains unfamiliar words. Ask
students to identify the prefixes and suffixes in the words and determine their meanings.
Assessment: Observe students' ability to identify prefixes and suffixes in words and determine
their meanings.
Lesson 2: Using Context Clues
Demographics: Class of 15 5th-grade students
Setting: The lesson will be conducted in a classroom setting.
Materials: Whiteboard, markers, a passage from a science textbook, and context clue cards.
Time Allotted: 45 minutes
Pace: Moderate
Goals for Instruction: Students will learn to use context clues to determine the meaning of
unfamiliar words.
Activities:
1.
Introduce the concept of context clues to students and explain how they can help identify
the meaning of unfamiliar words.
2.
Read a passage from a science textbook that contains unfamiliar words. Ask students to
identify the context clues in the passage and determine the meaning of the words.
3.
Provide students with context clue cards and ask them to match them with the type of
context clue they represent.
Assessment: Observe students' ability to identify context clues in a passage and determine the
meaning of unfamiliar words.
Lesson 3: Using Word Maps
Demographics: Class of 14 8th-grade students.
Setting: The lesson will be conducted in a classroom setting.
Materials: Whiteboard, markers, a math word problem, and word maps.
Time Allotted: 60 minutes
Pace: Moderate
Goals for Instruction: Students will learn to use word maps to identify the meaning of unfamiliar
words in math word problems.
Activities:
1.
Introduce the concept of word maps to students and explain how they can help identify
the meaning of unfamiliar words in math word problems.
2.
Provide students with a math word problem that contains unfamiliar words. Ask students
to create a word map for each unfamiliar word.
3.
Discuss the meaning of the unfamiliar words as a class and how they relate to the math
word problem.
Assessment: Observe students' ability to create word maps for unfamiliar words in a math word
problem and determine their meanings.
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References:
Gelzheiser, L., Scanlon, D., Flynn, L., & Connors, P. (2019). Comprehensive Reading
Intervention in Grades 3-8: Fostering Word Learning, Comprehension, and Motivation. New
York, NY: The Guilford Press.