A good example of this type of word is spindle in “Sleeping Beauty.” It is important to the fairy tale, but it is not a very high-utility word. These are the words that will not be encountered frequently but in a certain story or context are important to meaning. This kind of experience with words improves comprehension. So learning to decode should not be meaning-free, but should provide a great opportunity for teaching the meanings of words including multiple ones. Maryanne Wolf of Tufts University describes:
It is a lot more difficult if you “elaborate” as Dr. These words have accessible meanings if you think of the sweet, sticky stuff on toast (jam) or something you may eat with eggs in the morning (ham). When considering words with multiple meanings also pay attention to the consonant-vowel-consonant words children encounter when first learning to read - words like jam and ham. You may have students who simply freeze when a question is asked such as “What are the factors that contributed to the Civil War?” However, they could have answered the question correctly if asked, “What were the causes of the Civil War?” Students may think they know the word factor - from Fear Factor on television or from factors in mathematics and yet they may be challenged when the word is used in another context. Type D Words: D is for Difficult - words with multiple meanings are challenging for all students and may be especially so for English-Language Learners.Students need to understand the signals for cause and effect relationships, sequence and other important indicators of how text is organized. There may be some overlap with the basic words. Type C Words: The Connectors act as signal words.Students must be able to read words like the, is, and, are, been and because - well, because. The basics make up a large percentage of student reading and writing. There are hundreds of high-frequency words. Type B Words: These words are the Basics.If you want your students to “get it,” these are the must-know words. Content Area words are specific to the discipline - words like organization in social studies and organism in science. Academic Language describes the language of schooling - words used across disciplines like genre and glossary. There are two sources for these words: Academic Language and the Content Areas. They work hard in order to convey the meaning of the text being read. Type A Words: These words are like Type A personalities.I have a favorite mnemonic device that helps me remember the types of words I want to teach explicitly: Knowing what words to teach is the first step in providing effective vocabulary practice. How many times have you asked your students or your own children to “use your words"? When children and adolescents improve their vocabulary, their academic and social confidence and competence improve, too.A robust vocabulary improves all areas of communication - listening, speaking, reading and writing. Words are the currency of communication.Since comprehension is the ultimate goal of reading, you cannot overestimate the importance of vocabulary development. Comprehension improves when you know what the words mean.Vocabulary is critical to reading success for three reasons: We asked Francie to answer questions we thought you would have about vocabulary:
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