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Vocabulary: Activities for Your Second Grader. Building a large “word bank” is one of the best ways to help children with reading comprehension. Young readers use knowledge about words to help them make sense of what they’re reading. The more words a reader knows, the more they are able to comprehend what they’re reading or listening to.
Many studies have shown that previewing unfamiliar words before students read improves comprehension. The goals for previewing vocabulary include activating prior knowledge , clearing up student misconceptions about word meaning, and clarifying the meaning of known words in relation to the current context (especially for words with multiple ...
A word map is a visual organizer that promotes vocabulary development. Most word map organizers engage students in developing a definition, synonyms, antonyms, and a picture for a given vocabulary word or concept. Word maps can be used effectively with classroom read-alouds and word walls.
Reading and Writing SOS: Vocabulary and Comprehension. In this special Reading Rockets video series, experts answer real questions from families about reading and how to support their children at home. Reading and Writing SOS was produced in partnership with the National Education Association.
Systematic and Cumulative. Structured Literacy instruction is systematic and cumulative. Systematic means that the organization of material follows the logical order of the language. The sequence must begin with the easiest and most basic concepts and elements and progress methodically to more difficult concepts and elements.
Literacy researchers and teachers have shown an increased interest in vocabulary instruction over the past decade. In 2000, the National Reading Panel identified vocabulary instruction as one of the five essential components of reading instruction, and a large body of research indicates the critical role vocabulary knowledge plays in reading comprehension (August, Carlo, Dressler & Snow, 2005 ...
Choosing Words to Teach. The teacher’s edition for a fourth-grade anthology suggests teaching the following words before inviting students to read an excerpt from Charlotte’s Web (White, 1952): comfort, cunning, endure, friendless, frolic, lonely, soaked, and stealthily. Why do you think these words were selected?
