The Missouri Reader Vol. 39, Issue 2 | Page 52

3. Define and model the concept of how to

summarize by reading the first sentence and then saying it in the teacher’s own words.

4. Point out to students how to find details

from the rest of the sentences in the paragraph.

5. Show an example of a study log graphic

organizer, provide students with their own log, and instruct them to write the first sentence of the paragraph on the left side and to write supporting details on the right.

The study log graphic organizer helps students learn how to identify the main idea and supporting details of a paragraph. This study log is especially helpful when students are reading from science and social studies texts. Additionally, when students write about what they learn from the text, it helps them better understand what they have read (Fisher & Frey, 2008).

Supporting Early Readers’ Vocabulary–A Self-Sort Strategy

Teachers want students to become independent readers of text. Obviously, the larger a student's vocabulary, the easier it is for comprehension to occur (Hail, Hurst, Camp, & Wallace, 2012). Therefore, intentional vocabulary instruction is important (Reutzel & Cooter, 2008). According to the National Reading Panel (2000), “Reading vocabulary is crucial to the comprehension process of a skilled reader” (p. 4.3). However, without teacher prompting, younger students may find it difficult to make the connection of using a vocabulary strategy to an unknown word. This gives support for the need of several easy-to-use strategies, which are reviewed frequently. In addition, younger students may not have the ability to sort through the strategies learned in order to select one most appropriate for the text in question. Yet, it is important for younger students to have ownership of these strategies as they become independent readers. The goal is that these strategies, learned and practiced in the early grades, will carry over to the upper grades and become second-nature to students.

Even as young students begin to add words to their listening and reading vocabularies, they quickly realize there are words they learn easily and words with which they struggle. The conclusion of the Partnership for Reading (as cited in Reutzel & Cooter, 2008) indicated there are three levels of vocabulary learning:

-Unknown – the word is completely

unfamiliar; and its meaning is unknown

-Acquainted – the word is somewhat familiar;

student has some idea of the basic meaning

-Established – the word is very familiar; the

student can immediately recognize its

meaning and use the word correctly. (p.

196)

As teachers instruct, model, and scaffold, readers realize the vocabulary words they see may be sorted into the above groups, and therefore, aid their retention of words. Of course, young readers may require additional time to understand this process and to use the sorting strategy successfully. Hail et al. (2012) listed the following ABC steps to provide an easy way to teach this strategy. The teacher will:

1. Assign text material for students to read.

They may read it alone, in pairs, or listen as the teacher reads.

2. Brainstorm vocabulary words/terms.

Students self-select some content-specific words falling into each of the three categories. Teachers may supplement with additional key terms. The number of words depends on the age of the students.

3. Create a master list. Students merge their

lists on a SMART Board, whiteboard, chart paper, or transparency. Provide each student with a copy if desired.

4. Discuss the list with students. Point out

possible reasons why some words are established and others not. Point out to students how they may use chunks of known words to help with unknown ones, for example using rimes such as -ake, -an, and -at to learn unknown words.

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