Power Point Presentation used at MEA/AFT Training.

2. Conventional
Understanding
Problem

3. Students read
widely enough to
encounter a
considerable
number of
unfamiliar words.
Students have the
skills to infer
word meaning
information from
the context.

4.  Both wide reading and explicit instruction help to
build a new vocabulary. To be most effective,
teachers should teach the most useful words (high
utility words), and students should have the
opportunity to apply their knowledge of these
words in multiple subject areas and fictional texts.
(Beck, Perfetti & McKewon, 1982; Beck,
McKeown, & Kucan 2002.)

5.  Using context clues is a powerful tool for
vocabulary building and is most valuable
when used to learn the meanings of the most
frequently occurring words.
 Context can be provided by
pictures, words, sentences, and paragraphs
that occur before and after the unknown
word.

6. (Beck et al., 2002)

7.  Misdirective Contexts
◦ Lead readers to incorrect meanings of words.
After learning that held in his possession the winning ticket to
multi -million dollar lottery, and realizing that all of his financial
dreams would be achieved, Eric gazed at the ticket with
melancholy eyes.

8.  Nondirective Contexts
◦ Do not direct the reader toward any precise meaning for
a word.
While laying in bed listening to the stillness of the night, she was
quite relieved to hear the jake and to know he was finally home.

9.  General Contexts
◦ Provide adequate information for a reader to place a
word in a general category.
The elderly man noted that even though the temperature was in
the single digits, the children repeatedly climbed the snow hills
and slid down them on their bellies, laughing the whole time.
Their ambition made him feel vivacious.

10.  Directive Contexts
◦ Are more likely to lead a reader to a specific, correct
meaning for a word.
Elation showed in the glowing face of the young toddler. After
many attempts of standing up and falling down, she was finally
able to balance herself and put one foot in front of the other. At
last, she was walking!

11. 1. When chatting with his buddies about fishing, the
fisherman prevaricated, stating that his fish
weighed 11 pounds and was 36 inches long.
2. The young man was able to wheedle his
grandmother into reading one more story before
bed, by batting is long eyelashes and smiling a
toothless grin.

12. 3. He does not know the difference between a strike
or a spare—he just likes schmoozing at the
bowling alley.
4. The taciturn pup in the litter of three wolf pups
grew into the honorable position of alpha male.

13. 1. When chatting with his buddies about fishing, the
fisherman prevaricated, stating that his fish weighed
11 pounds and was 36 inches long. Answer: General
2. The young man was able to wheedle his grandmother
into reading one more story before bed, by batting is
long eyelashes and smiling a toothless grin. Answer:
Directive
3. He does not know the difference between a strike or a
spare—he just likes schmoozing at the bowling
alley.
Answer: Nondirective
4. The taciturn pup in the litter of three wolf pups grew
into the honorable position of alpha male. Answer:
Misdirective

14. Misdirective Contexts
lead readers to incorrect meanings of
words.
Nondirective Contexts
Do not direct the reader toward any
precise meaning for a word.
General Contexts
Provide adequate information for a reader
to place a word in a general category.
Directive Contexts
Are more likely to lead a reader to a
specific, correct meaning for a word.