Moduel 2: Activity 1 & 2

Activity 1: Excercise #3c

As I was trying to find the meaning of the following words, I was really unsure as to their meaning. I found myself constantly trying to think of a word I know that sounds or relates to that word. I was attempting to use my schema, what little I have in reference to the words below that I am vary unfamiliar with.

Creech- to creap up on someone

Droogs- a gang or group

Glazzies- glasses

Goloss- rainboots or galoshes

Malenky-

Messel- muzzle

Millicents- a measurement of time

Poogly- feeling down

Razrez- a razor

Skorry- feeling sorry

Spatted- spitting

Zoobies- animals that live in the zoo

After reading the first chapter of A Clockwork Orange, I was able to understand the meaning of the words using context clues.  It made it much easier to find meaning to the word then before when all I had available was the word. Having the word in context and the context before and after helped me to find understanding in what the words meant. As weaver states on page 52, “words are much easier to identify in context then isolation” (Weaver, 2002). This activity shows the trueness of this statement.

Droogs- friends

Creech- scream or yell

Malenky- small amount

Millicents- police

Zoobies-fists

Spatted-fought/fight
 
 
Activity 2:  Excercise 7 on p. 85-86
As I was reading the list of words I did not try to read the word letter for letter, because then I would not be able to accurately read the word. I found myself taking the approach of reading syllable by syllable and then checking with the pronunciation to see if I was correct. Most of the words I have no idea as to what they mean, so having a prior knowledge of the words is out of the question. The one word I did recognize is sarsaparilla, which I think is a type of drink. Pronouncing the words did not give me much help as to their meaning as I have no prior knowledge of the words, except for sarsaparilla. To find the meaning of words while reading I usually look at the word in context to see if what I am reading will give me any clues as to the meaning of the word. If that approach is unsuccessful I will look the word up and then reread the text using the definition of the world so I can have a complete understanding.
The reason for this experiment was to show that without context it is hard to find a true understanding of words. It is much easier to understand unfamiliar words if you have the use of context in the sentence and context after the sentence so you can pick up on cues.
We should help students deal with unfamiliar words in print, by teaching them the process of reading and how to read effectively and efficiently. A proficient reader who has an understanding of the process of reading would easily be able to pick up on the fact that they need to use context to help find understanding of the word and when all else fails they will know to look the word up and then try to reread the text using the definition or a synonym to the word.
Weaver, C. (2002). Reading process & practice. (3rd ed.). Portsmouth, NH: Heinemann.

Comments

  1. UnknownJune 20, 2013 at 9:58 AM

    You are absolutely correct. This activity did prove Weaver's statement as being true. I find it much easier to read and find meaning of unfamiliar words within context verses in isolation. It's important to teach students the skills in order to apply this strategy to their reading to become proficient readers that can read effectively and efficient.

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