#CONTEXT STRUCTURE SOUND REFERENCE CSSR HOW TO#
Teachers may need to teach students how to use diacritical markings, indexes, table of contents, alphabetizing, head words, web search strategies and how to select the best definition for the context. REFERENCE: Glossary, dictionary, internet and other people can all be great resources for students. Teachers can encourage students to use phonics when it is helpful, but many new words learned beyond elementary school will not conform to pronunciation rules. SOUND: At the middle school and secondary level, phonics and pronunciation rules are generally not helpful. Upper left, definition in the bottom left, target word in the upper right and a This chapter is about recognizing words using phonics, word patterns, structural analysis, sight, context, and the dictionary. & Bean, 1998/1999 as cited in Ruddell, 2008): Students create vocabulary boxes with four squares. Uses textbook to teach students functional skillĢ.Increases students knowledge of words and word structure.Helps students learn how to transfer background knowledge.Moves from what students know to the unknown.Then if the targeted vocabulary word has not been mentioned, it can be introduced to the class in context from the textbook and the meaning can be discussed. Then have the students work in groups to group the words and present their groups to the class. List these on the board and discuss their meaning and how the words are similar and different to the original known word. Once the meaning has been determined, ask students to generate other words with the element. Ask students to determine the meaning of the element based on their understanding of the word. Structural analysis: Write a known word containing the element on the board, while underlining the element.STRUCTURE:Roots, prefixes, suffixes, plurals, past-tense endings, possessives and compounds can help determine the meaning of a word. CSSR (context, structure, sound, reference) teacher makes a poster with these words if a students doesn't know a word, they look at context clues, structure of the word, say it out loud to see if it is familiar, and if they still don't know, they look it up in the dictionary. Then group answers are discussed as a whole class, including reasons why the word was chosen. Then students meet in groups of 4 or 5 to compare answers and choose the best replacement for each blank. Students then work individually or in pairs to replace the deleted words. Most of the first and last sentence should be complete. Interactive Cloze: (Meeks & Morgan, 1978 as cited in Ruddell, 2008): The teacher prepares an unfamiliar passage with 10-15 word deletions.Reference: Check an outside reference- a dictionary or another person.ĬONTEXT:Teachers must teach students how to use context clues Sound: Pronounce the word to get the sound.Ĥ. Structure: Look at the structure of the word.ģ. Context: Use context to get the gist of the meaning.Ģ. It is unnecessary to go through all 4 steps the student may stop as soon as a meaning is determined.ġ. Teaching Students Strategies for Learning New WordsĬSSR- Context, Structure, Sound, Reference:Gray (1946 as cited in Ruddell, 2008) suggests a progression to determine the meaning of new words.
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