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Acquisition of Vocabulary


5th Grade Reading Review

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TAKS 2006 Online 5th Grade Reading Achievement Test
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Video Lessons: Reading in the Intermediate Grades

Video Lessons: Vocabulary and PreWriting in the Intermediate Grades

Learn Alberta.ca Reading and Writing

Acquisition of Vocabulary

Ohio Standard Explanation Websites for Students

Contextual Understanding

  1. Define the meaning of unknown words by using context clues and the author’s use of definition, restatement and example.

 

 

 

Authors often include other words or phrases that can help with the understanding of a new word. These words or phrases are referred to as context clues. Context Clues are words in the text that help you figure out what a new, unfamiliar word might mean. The definition of the word you don’t know may be right there in the text!

  1. Use context clues to determine the meaning of synonyms, antonyms, homophones, homonyms and homographs.

Synonyms are words that have the same, or almost the same meaning.
The words
stones and rocks are synonyms. The words fast and quick are synonyms.

Antonyms are words that have opposite meanings. The words happy and sad are antonyms. The words hot and cold are antonyms.

Homonyms are words with one spelling, one pronunciation, but two unrelated meanings. The word bear is a homonym. (The bear is a large animal. I cannot bear to hear a baby cry.) The word left is a homonym. (I left my keys in the door. I use my left hand to write.)

Homophones are words that sound alike but are different in spelling, meaning or origin. An example of a pair of homophones is blew and blue. Another example is to, too and two.

Homographs are words that have one spelling but two pronunciations and two distinct meanings or usages. The word wind is a homograph. (The wind is blowing the leaves. I need to wind up the toy.) The word saw is a homograph. (I saw the bike fall over. The man can saw the wood.)
 

Ohio Standard Explanation Websites for Students

Conceptual Understanding

  1. Identify the connotation and denotation of new words.

 

Connotation is the set of associations implied by a word in addition to its literal meaning. Connotations can be negative, neutral, or positive.

negative

a) There are many vagrants in the city.

b) She is a penny-pincher.

neutral

a) There are many people with no fixed address in the

city.

b) She is someone who pays attention to the cost of things.

positive

a) There are many homeless in the city.

b) She is thrifty.

Denotation is a literal meaning of a word (the dictionary definition).
  1. Identify and understand new uses of words and phrases in text, such as similes and metaphors.
Writers use similes to compare things.  Similes usually use the words "like" or "as".  For example,
  • Her smile was as bright as the sun.
  • Her smile was bright like the sun.

A metaphor is a figure of speech that compares two different things without using "as" or "like".

  • Her smile was the sun on a summer day.

 

Ohio Standard Explanation Websites for Students

Structural Understanding

  1. Use word origins to determine the meaning of unknown words and phrases.
 

Knowing a word's origin means knowing how that word got started in the first place. Some dictionaries give the word origin after the part of speech. Others give it at the end of the entry. It is usually set off by brackets. The abbreviations and symbols inside the brackets tell how the word came into English. The abbreviations and symbols are explained, usually, at the front of the dictionary. For example:

glo.ry (glôr' E) n. pl. -ries {<OFr. <L. gloria}

The example shows that glory came from Old French, which took it from Latin. In Latin it was spelled gloria.

A fancy name for word origin would be etymology.

 

 

PBS: Do You Speak American? Track that Word!

Understanding Word Origin in the Dictionary

The Internet Public Library: Word Origins

A Very Difficult Etymoloical Game

Spanish's Gift to English

Behind the Name

Where Do Languages Come From?

 

 

  1. Apply the knowledge of prefixes, suffixes and roots and their various inflections to analyze the meanings of words.

A root word is a word that has nothing added at the beginning or the end. It stands on its own as a word, it has a meaning. New words can be made from root words by adding beginnings (prefixes) and endings (suffixes).

 

Prefix Root Word Suffix
unclear clear clearly
disappear appear appearance
misuse use useful
incomplete complete completion
  1. Identify the meanings of abbreviations.
Abbreviations are shortened forms of words, followed by a period (except for state abbreviations).

Examples:

  • ounces = oz.
  • pound = lb.
  • inches = in.
  • January = Jan.
  • Saturday = Sat.
  • Ohio = OH
Ohio Standard Explanation Websites for Students

Tools and Resources

  1. Determine the meanings and pronunciations of unknown words by using dictionaries, thesauruses, glossaries, technology and textual features, such as definitional footnotes or sidebars.

 

 

 

 

 

We use a dictionary to find a word's spelling, pronunciation, definitions, origin, forms, and part of speech (noun, verb, etc.). Each word in a dictionary is considered an entry word. The words are listed in alphabetical order, and guide words at the top of the page help you determine if the word you are looking for is on that page. In addition to words, other information can often be found in dictionaries, such as measurement tables, explanations of common symbols, and sometimes maps and lists, such as a list of the U.S. Presidents.

Online dictionaries are usually used by typing the word in a search box. Words often have a sound icon by them so that you can actually hear the word's pronunciation.

The dictionary is not the only type of reference tool we can use to get details about words or text:

  • dictionary - a book or site containing the words of a language with their meanings, and sometimes also their pronunciation, grammatical labels, inflections, etymologies, etc.
  • footnotes - comments at the bottom of a page, often preceded by a numbered mark or asterisk, etc., which relates the comment to a particular part of the main text
  • glossaries - often found at the back of a book, this is a list of words used in that text and a short explanation of the word's meaning
  • sidebars - extra information about an article's subject matter that is given importance by means of a separate box or panel
  • thesaurus - a book which lists words and their synonyms, and sometimes their antonyms, too
     
     

 

Acquisition of Vocabulary

Ohio Standard Explanation Websites for Students
Comprehension Strategies
  1. Establish and adjust purposes for reading, including to find out, to understand, to interpret, to enjoy and to solve problems.
 

What you decide to read -- and how you read it -- depends on why you are reading. You might ask yourself these questions.

  • Are you reading to find out information on a topic?
  • Are you reading to understand or interpret an idea or concept?
  • Are you trying to solve a problem?
  • Are you reading for your own enjoyment?
 

 

Read to Solve Problems

Locating Information to Solve Problems

Locating Answers to Questions

Using Encyclopedias

Using an Almanac

BBC: Types of Text

Reference Sources

Game: Using Reference Sources

What are the different Reference Sources?

Practice identifying the Reference Source

Learn About the Newspaper

Newspaper Practice

Game: Know About the Newspaper

A Newspaper Quiz

Kids Online Resources

Choosing a book by purpose or genre

 

 

  1. Predict and support predictions with specific references to textual examples that may be in widely separated sections of text.

To predict what will happen or what a character will do next, or in the future, read clues and use what you know to figure it out. To write a response to a prediction question, it is always important to support your prediction using the text from the story that gave the clues or ideas for the prediction.

Audio Stories by Links Learning
  1. Make critical comparisons across texts.

To analyze a story, it is important to compare and contrast. Think about how the characteristics or descriptions of two or more things are alike and different. To write a response to a compare and contrast question, write a balanced answer of both 1)how they are the same, and 2)how they are different.

 
  1. Summarize the information in texts, recognizing that there may be several important ideas rather than just one main idea and identifying details that support each.
A summary is a short statement----usually a few sentences----that gives the main ideas of a selection. A summary does not include all of the details.

Journey North

Summarizing Strategies

Reading Skills Rocket

Main Idea

 

 

  1. Make inferences based on implicit information in texts, and provide justifications for those inferences.

Sometimes a story can tell something just by including clues to let the reader know. When the reader knows something, yet it isn’t directly stated anywhere, it is an inference. To understand inferences, think about the clues in the story, and use your experiences or knowledge to figure out what is happening.

  1. Select, create, and use graphic organizers to interpret textual information
A reader can focus on the main ideas and information supplied in supporting details by using graphic organizers to organize their thoughts. Some examples of graphic organizers include:

CREATE Mississippi's Story Map

  1. Answer literal, inferential, and evaluative questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media.
 

Drawing Conclusions

 

 

Ohio Standard Explanation Websites for Students
Self-Monitoring Strategies
  1. Monitor own comprehension by adjusting speed to fit the purpose, or by skimming, scanning, reading on, looking back, or summarizing what has been read so far in text.
 

A Story Summary

Organize Your Summary

 
  1. List questions and search for answers within the text to construct meaning.

 

 
Ohio Standard Explanation Websites for Students
Independent Reading
  1. Use criteria to choose independent reading materials (e.g., personal interest, knowledge of authors, and genres or recommendations from others).
 
  1. Independently read books for various purposes (e.g., for enjoyment, for literary experience, to gain information, or to perform a task).
 
Acquisition of Vocabulary
Ohio Standard Explanation Websites for Students
Information, Technical, and Persuasive Text
  1. Use text features, such as chapter titles, headings, and subheadings, parts of books including the index and table of contents and online tools (search engines) to locate information.
 
  1. Identify, distinguish between, and explain examples of cause and effect in informational text.

When reading, it is important to think about what happened (the effect), and the reason why it happened (the cause).

 _____happened because ________.    effect                               cause

 

  1. Compare important details about a topic, using different sources of information, including books, magazines, newspapers, and online resources.
 
  1. Summarize the main ideas and supporting details.
To summarize a story means to tell the overall meaning and main idea of the story in your own words without giving details.
  1. Analyze information found in maps, charts, tables, graphs, and diagrams.
 
  1. Clarify steps in a set of instructions or procedures for proper sequencing and completeness and revise if necessary.
 
  1. Analyze the difference between fact and opinion.

If you are reading something that can be proven by evidence, it is a fact. If you are reading something that is a personal belief that tells how someone feels or thinks, it is an opinion.

  1. Distinguish relevant from irrelevant information in a text and identify possible points of confusion for the reader.
 
  1. Identify and understand an author's purpose for writing, including to explain, to entertain, or to inform.
 
Ohio Standard Explanation
Literary Text
  1. Explain how a character's thoughts, words, and actions reveal his or her motivations.

 

To understand the characters in a story, read to figure out what the characters are like. Pay attention to what they say and do, and how others react to them. Think about their feelings, actions, and emotions.

  1. Explain the influence of setting on the selection.
To understand the setting, think about how important the setting (place and time) is and how the setting influences the characters and events that take place. Also, think about how the characters and events might be different if the setting changed
  1. Identify the main incidents of a plot sequence and explain how they influence future action.

The plot is the chain of events. To understand the plot, think about what will happen next. Also, think how the events affect the story, and even think about how the story would be different if one of the events was left out or changed.

  1. Identify the speaker and explain how point of view affects the text.

Point of view is the author’s choice of speaker. To analyze a story, it also helps to think why the author chose to write from this point of view and how the story would be different if the story were told from another point of view.

Point of View

Definition

Key Word Pronouns

First-Person

I am in the story. I tell the story.

I, me, my, we, us, our

Third-Person

Someone outside of the story tells the story from what he/she knows.

he, she, they, them

Omniscient

(All-Knowing)

Someone outside of the story tells the story, but knows what everyone sees, feels, and thinks. 

he, she, they, them

  1. Summarize stated and implied themes.

The theme is the overall message the author is telling. To figure out the theme, look at the lessons the character learned, or look at the lesson the student learned. The title usually gives a clue to help figure out the theme of the story.

  1. Describe the defining characteristics of literary forms and genres, including poetry, drama, chapter books, biographies, fiction, and non-fiction.