VOCABULARY ACHIEVEMENT THROUGH POSSIBLE SENTENCES (PS)
STRATEGY
Definition of Possible Sentences strategy
Possible
Sentences strategy is a strategy that helps children learn new vocabulary and, at the same time, engages
them in predicting sentences that they might possibly find in a text passage.
Children are provided with new vocabulary words they will encounter in their
reading, along with some words with which they are familiar. From these words
they generate statements. They then attempt to verify the accuracy of their
sentences as they read. In essence, the vocabulary words and the sentences
generated from them serve as a guide for their reading (Moore & Moore,
1986, 1992).
The Possible Sentences technique
creates interest in the passage that will be read, as children become actively
involved in learning and using the words to be found in it. Indeed, a study by
Stahl and Kapinus (1991) indicated that Possible Sentences is effective in
teaching vocabulary and promoting recall of passage information.
Stahl & Kapinus (1991; Blachowicz &
Fisher, 2002), Possible Sentences is the teacher chooses 8 - 10 words that may
cause difficulty for their students in the targeted area of content text. The
focus is on key concepts. In this strategy students are predicting how these
key vocabulary words will be used in text.
Possible
Sentences is a structured language activity that requires children both to
recognize the contextual setting of words and to produce their own contextual
settings. However, there are some concerns that teachers need to be aware of
before implementing a Possible Sentences lesson. Care needs to be taken to
ensure that vocabulary can be defined by the context. Authors do not always
provide explicit contexts in their writing, and this strategy requires that the
context be one in which the meaning of a word is at least directly implied.
In
addition, the choice of vocabulary terms needs to be considered to conduct a
successful lesson. If only unfamiliar words are chosen from a passage, children
will have difficulty generating sentences. Particularly with passages of a technical
nature, it is essential also to list some words that will be familiar to
children. Otherwise, children will not be able to use their prior knowledge to
make connections between what they know and the unfamiliar words they are to
learn. Finally, if too many technical words are found in a passage or if an
absence of defining contexts is noted, then it may behoove the teacher to
choose a different strategy or, even more appropriately, a different passage.
Possible
Sentences strategy provides children an opportunity to use all language
processes as they learn new word meanings. Using their prior knowledge,
children are asked to make connections between new and known vocabulary words
and evaluate them. Children use speaking to express these connections; they use
listening to hear other children's ideas and connections. They read to verify
the possible sentences generated, and the refined versions are written in their
vocabulary notebooks. Thus, children become actively involved in their new
learning, experience multiple exposures to the new words, and use words drawn
directly from their reading materials, all principles of effective vocabulary
instruction (National Reading Panel, 2000).
