1) Effective vocabulary instruction involves directly teaching words through multiple methods like definitions, examples, discussions and activities rather than relying solely on definitions. 2) Vocabulary is best learned through repeated exposure, active engagement and connecting new words to prior knowledge. 3) Teachers should introduce new words, help students understand and represent word meanings in different ways, and provide opportunities for students to deepen their knowledge of words over time.
This document discusses phonological awareness and its importance for reading success. Phonological awareness is the ability to recognize and manipulate sounds in spoken words, while phonemic awareness is a sub-skill focusing on the smallest units of sound. The document outlines a phonological awareness continuum from broader skills like rhyming to finer skills like manipulating individual phonemes. It emphasizes that phonemic awareness is the strongest predictor of reading success and discusses teaching phonological awareness explicitly through activities targeting different sound levels.
1. The document discusses comprehension, which is defined as a passage used to test students' ability to understand content and infer meanings.
2. It describes three levels of comprehension: literal, interpretive, and applied. Literal involves facts and details, interpretive involves inferences and reading between lines, and applied involves analysis and synthesis.
3. The document emphasizes the importance of comprehension for academic and professional success, as it allows students to construct meaning from text, master complex concepts, and accurately interpret written information.
The document discusses comprehension strategies for students in grades K-3. It defines comprehension as the interaction between reader and text to extract meaning. Research shows explicitly teaching comprehension strategies one at a time with modeling, practice, and guidance is effective. Comprehension is important for learning from text and performing well on tests. Good readers use strategies like activating prior knowledge and drawing inferences. Teachers should incorporate direct instruction of strategies like answering questions and summarizing.
The document discusses strategies for teaching listening skills to language learners. It begins by outlining why listening is an important skill and some challenges involved in listening comprehension. It then describes three categories of listening strategies: top-down strategies which use background knowledge; bottom-up strategies which focus on linguistic elements; and metacognitive strategies which involve planning, monitoring and evaluating comprehension. Specific strategies within each category are provided as examples. The document concludes by offering tips for helping students become active listeners, such as modeling strategies and providing contextualized practice activities.
Phonemic awareness refers to the ability to hear and manipulate individual sounds in words. It is the foundation of phonics and reading skills. There are approximately 40 individual speech sounds or phonemes in English represented by over 250 spellings. Phonemic awareness requires explicitly teaching skills like sound blending, segmentation, isolation and manipulation of sounds in words. It should be directly taught for 10-15 minutes daily in small groups. The ability to blend and segment words into individual phonemes is critical for reading development. Phonemic awareness provides readers a way to sound out new words using letter-sound relationships.
This document discusses literacy skills and learning to read and write in English as a foreign language. It defines literacy and explains that literacy skills must continually expand to new forms of communication. It then discusses the importance of literacy for life, learning, and career success in the 21st century. The document outlines key competencies and categories of literacy skills like receptive and productive skills. It examines factors that influence foreign language literacy learning like differences between the first language and target language. Finally, it provides objectives and strategies for starting to read and write in English as a foreign language for children up to age 7 and 10.
This document discusses techniques for teaching vocabulary, including:
1) It recommends using games like Bingo to motivate students to learn vocabulary.
2) It explains that mastering vocabulary is essential for learning a language.
3) It describes the procedure for playing Bingo to teach vocabulary, which involves students making Bingo boards, calling out words, and marking them off as they are learned.
The document discusses teaching reading and provides information on several key areas of reading instruction including phonemic awareness, phonics, vocabulary, fluency, and comprehension. It describes 5 levels of phonemic awareness instruction from rhyming and alliteration to phoneme segmentation. It also outlines objectives of reading instruction, defines what reading is, and describes the 5 areas of the National Reading Panel's framework for reading instruction. Additionally, it discusses strategies that can be used during the three stages of teaching reading: pre-reading, reading, and post-reading. The goal is to help students understand and construct meaning from texts.
The document discusses various aspects of teaching grammar to young learners, including:
1. Grammar is the structure and meaning system of language and should be taught through meaningful and engaging activities.
2. There are different definitions of grammar that teachers may have in mind.
3. Young learners can learn grammar best through games, activities, and meaningful interaction rather than explicit instruction in rules.
4. Learners build their internal grammar over time through hypothesis testing and interaction in the language.
This document discusses various strategies for teaching vocabulary to primary English students, including flashcards, games, model sentences, origami, graphic organizers, and puzzles/pictures/posters. Flashcards are introduced as a popular method that can be used for different themes over time through various matching and memory games. Model sentences demonstrate proper usage of new words through simple examples. Graphic organizers like maps and charts provide visual learning methods. The document encourages reusing activities and tailoring them to students' ages.
Communicative competence involves both linguistic and sociolinguistic rules of language. It has four main components: linguistic competence involving grammar, sociolinguistic competence involving appropriate language use for different contexts, discourse competence involving coherent language structures, and strategic competence involving repairing communication breakdowns. Sociolinguistic competence, involving dialect, register, naturalness and cultural aspects, is particularly difficult for non-native speakers to acquire as it differs across cultures and languages.
The document discusses syntax, which are the rules that govern sentence structure in languages. It defines syntax as the mental representation of a speaker's linguistic knowledge about sentence formation. The key components of syntax include parts of speech, phrase structure trees, grammaticality, ambiguity, and the infinite potential for sentence formation through recursive rules.
This document presents a teaching reading presentation that covers:
1. The objectives of teaching reading to students and exploring different reading strategies.
2. The importance of teaching reading to help students learn the language, read for information, and gain cultural knowledge.
3. Different reading strategies taught in the classroom, including previewing, predicting, skimming/scanning, guessing from context, and paraphrasing.
4. How teachers can incorporate reading strategies into the classroom through pre-reading, while-reading, and post-reading exercises.
This document provides information on vocabulary development and word formation. It discusses learning new words through examining their context and usage. It also describes different types of word formation such as prefixes, suffixes, synonyms, and antonyms. The document notes that pronunciation is important for understanding vocabulary and provides examples of English vowel and consonant sounds. It highlights homonyms, homophones, and words that can be confused due to similar meanings or pronunciations.
This document provides guidance on how to teach listening skills to ESL students. It begins by defining listening and explaining why it is important to teach. Some difficulties with teaching listening include students trying to understand every word and getting distracted. The document then gives tips for pre-listening, while listening, and post-listening activities. These include reducing distractions, giving students a purpose for listening, and doing group discussions after. Sample listening exercises are also provided to help teach in a way that makes listening an engaging and successful activity for students.
Reading is an important skill that is essential for both academic and professional success. There are various techniques that can improve reading skills, including skimming to get the main ideas, scanning to find specific information quickly, and active reading techniques like underlining and taking notes. Poor reading can result from an inability to understand words, sentences, or how information is organized; or from a lack of interest or concentration. Developing good reading skills involves using strategies like surveying, questioning, reading actively while annotating, recalling what was read, and reviewing the material.
This resource provides information to help teachers and parents identify potential reading difficulties in students. It lists "red flags" in preschoolers and early elementary students that could indicate problems with reading acquisition or efficiency, such as not knowing letter sounds or struggling to blend sounds. The purpose is to increase awareness, not diagnose specific disorders. The document also describes dyslexia as a difficulty with reading fluency and comprehension despite normal intelligence, involving issues with phonological awareness and other language skills. It aims to help teachers support students with reading difficulties through assessments and targeted teaching strategies.
Objectives:How do we study SoE, The three-part model of English, Outline structure of English, Basic constituent analysis of a sentence, morphology, Definition of SoE
Writing can be classified into different types and modes according to its purpose and form. The types discussed are extensive writing, where the writer is given a subject to write about, and intensive writing, where the focus is on a specific point.
The writing process involves several steps: prewriting to explore the topic, drafting a rough version, revising to improve content and structure, editing for grammar and mechanics, and publishing the final work. Developing writing skills is important for school and career success.
Effective writing has clear ideas and organization, an engaging voice, precise word choice, varied sentence structure, and follows conventions of spelling and grammar. Various techniques can help students improve their writing, such as guided paraphrasing,
This document discusses spelling conventions in British and American English. It begins by defining spelling as the representation of sounds in a written language using graphemes. It then provides examples of differences in spelling between British and American English, such as words ending in "-our" versus "-or", verbs ending in "-ise" versus "-ize", and the doubling of consonants in certain verb endings in British English. It also notes that British English retains spellings from other languages like French and German more often than American English. The document concludes by stating that both spelling conventions are generally acceptable unless writing for a specific audience.
Here are the answers to the exercise:
1. (See above)
2. The (a) and (b) words are [+human].
The (a) words are [+female].
The (b) words are [+male].
3. The (a) and (b) words are [+animate].
The (a) words are [+human].
The (b) words are [+male animal].
4. The (a) and (b) words are [+concrete].
The (a) words are [+object].
The (b) words are [+liquid].
This document discusses semantics, which is the study of meaning in language. It defines semantics as the analysis of meaning of words, phrases, and sentences. It then discusses different types of meaning, including conceptual meaning, which refers to the linguistic function of a word, and associative meaning, which deals with additional concepts linked to words. The document also covers semantic features, roles, and lexical relations that provide meaning, such as synonymy, antonymy, hyponymy, and polysemy.
This document discusses semantics and various linguistic concepts related to semantics. It defines semantics as the study of meaning in language. It provides examples to illustrate concepts like speaker meaning versus sentence meaning. It also discusses topics like referring expressions, predicates, senses, reference, deixis, definiteness, prototypes, and various semantic relations between words. The document is broken into 10 units that progressively introduce and explain these semantic concepts.
The KWL strategy is a reading comprehension technique where students identify what they already Know (K), what they Want to learn (W), and what they have Learned (L) about a topic. A KWL chart is used to organize this information in a graphic organizer. It activates prior knowledge and sets a purpose for reading. Students fill out the K column with what they already know before reading, generate questions for the W column, and then fill in the L column with what they've learned after reading. The strategy helps students monitor their comprehension and is effective for learning from expository texts.
KWL charts are a reading strategy used to help students organize their thoughts before, during, and after reading. It involves three columns - What I Know, What I Want to Know, and What I Learned. This helps students assess their prior knowledge, determine the purpose of reading, and evaluate their comprehension. Variations include adding additional columns. Teachers can use KWL charts to engage students and support those who struggle with reading, memory, or thinking beyond the text. While effective, some students may lose focus or find it difficult with limited prior knowledge.
I. This document provides information about flowcharts including definitions, components, and examples.
II. Flowcharts are diagrams that represent algorithms, workflows, or processes through boxes and arrows. They are used to design, document, and analyze complex processes or programs.
III. Common box types are processes (rectangles), decisions (diamonds), and terminators (circles for start and end). Arrows show the flow of control between boxes. The document also provides an example flowchart to find the largest of three numbers.
This document discusses semantics and how it studies meaning in language. It covers topics like how the meaning of sentences is determined by the meanings of its parts and their arrangement. It also examines different types of meanings, scales of meaning, and lexical semantics. Additionally, it explores semantic relations between words like synonymy and antonymy. The document notes that ambiguity is pervasive in language and discusses how word meanings can change over time through processes like semantic broadening, narrowing, amelioration, and pejoration.
Semantic roles and semantic features help analyze the meaning and relationships conveyed in language. Semantic roles describe the relationship between constituents of an utterance and their meaning, identifying who did what to whom. Key roles include Agent, Patient, Instrument, and Experiencer. Semantic feature analysis decomposes words into bundles of attributes that are necessary to perform certain actions. Together, semantic roles and features provide a framework for understanding language semantics.
Flow charts show the steps of a process or task using standard symbols. They break down activities into a logical order with a start and end point. Process boxes represent each step connected by arrows showing the direction of flow. Decision symbols allow for multiple flow lines depending on options. Flow charts are useful for communicating and documenting processes but require understanding symbols and may need redrawing for alterations.
The document discusses Venn diagrams, including:
1) A Venn diagram is a diagram used to represent sets and the relationships between them, with circles representing each set and the overlapping areas representing elements in common between sets.
2) Venn diagrams were introduced in 1880 by John Venn and are used in teaching set theory as well as in other subjects like probability, logic, linguistics, and computer science.
3) The document provides an example of how a Venn diagram could be used to compare characteristics of Republicans and Democrats or of Athens and Sparta.
A flowchart is a pictorial representation of an algorithm or process. It uses standard symbols to visually depict the steps of a process and the flow of data between those steps. Flowcharts help clarify processes, communicate logic, aid in effective analysis and problem solving, and serve as documentation for programs. While they make logic clear, flowcharts can become complex and costly for large programs, and difficult to modify or keep updated.
This document discusses the seven types of meaning:
1. Conceptual or denotative meaning refers to the basic dictionary definition.
2. Connotative meaning includes attributes and associations beyond the literal meaning.
3. Social meaning conveys information about the social context and characteristics of the speaker.
4. Affective or emotive meaning refers to the feelings and attitudes expressed by the speaker.
5. Reflected meaning arises when a word has multiple meanings that influence one another.
6. Collocative meaning refers to associations based on habitual co-occurrence with other words.
7. Thematic meaning is communicated through how the message is organized and what is emphasized.
Morphology is the study of word structure and formation. It involves breaking words down into smaller meaningful units called morphemes, which can be free or bound. Free morphemes can stand alone as words, while bound morphemes need to be attached to other morphemes to form words. There are several types of morphemes and word formation processes, including affixes, roots, stems, coinages, borrowing, calquing, and clipping. Morphological analysis involves identifying the morphemes within words.
This document discusses linguistic semantics and the study of meaning in language. It covers several key topics:
- The definition of semantics as the study of meaning and how words can be meaningful. Meaning comes from the use of words and signs in language.
- Theories of meaning including conceptual views that see meaning as concepts in the mind linked to words, and views that see meaning arising from the relationship between symbols, concepts, and referents in the world.
- Lexical relations like synonymy, antonymy, hyponymy and meronymy that examine relationships between words.
- The difference between sentence meaning derived compositionally from words, and utterance meaning derived from context of use.
The document discusses various key concepts in semantics, including:
- Semantics is the study of meaning in language. It examines how meaning is constructed and interpreted.
- Semantic roles describe the functions that words play in sentences, such as agent, theme, and experiencer.
- Relationships between words include synonyms, antonyms, hyponyms, homophony, and polysemy. Synonyms have similar meanings, antonyms have opposite meanings, hyponyms have a broader term that includes them, and polysemy refers to a word having multiple related meanings.
- Richard Montague pioneered formal semantics which used logic to represent meanings of sentences. Semantics analyzes meaning at various linguistic levels
The document discusses the study of semantics, which is the study of meaning in language. It examines topics such as symbol and referent, conceptions of meaning, denotation and connotation, ambiguity, metaphor and more. Semantics includes the study of how meaning is constructed and interpreted through language.
The document discusses strategies for teaching vocabulary across different subjects. It begins by defining vocabulary and explaining its importance. It then provides several key points from research on vocabulary instruction, such as learning vocabulary being a lifelong process and encountering words in meaningful contexts. The document also outlines characteristics of effective direct vocabulary instruction, such as using multiple exposures and discussions to help students understand words. Various activities and tools to enhance vocabulary learning are presented, like graphic organizers, word parts, and games.
This document discusses strategies for developing student vocabulary and concepts. It describes three types of vocabulary: general, specialized, and technical. Graphic organizers can help students understand relationships between concepts and words. Activating prior knowledge through activities like word walls and brainstorming helps students learn new vocabulary. Providing multiple opportunities for students to engage with words through reading, writing, speaking and listening helps extend their understanding of concepts and vocabulary.
The document discusses various strategies for teaching vocabulary and concepts. It describes three types of vocabulary: general, specialized, and technical. It then discusses how concepts are represented by words and the importance of experiences in building word knowledge. Various vocabulary activities are presented, including graphic organizers, word walls, knowledge ratings, word exploration, and word mapping. RTI frameworks and differentiation strategies can help meet students' individual needs. Context clues, word structure, and dictionary use are important strategies for determining word meanings.
This document discusses vocabulary development and strategies for teaching vocabulary. It defines general, specialized, and technical vocabulary. It also discusses the importance of concepts and experiences in developing word knowledge. Several vocabulary strategies are described, including graphic organizers, word walls, word sorts, word exploration, and dictionary skills. Context clues, word structure analysis, and the use of dictionaries to determine word meanings are also covered.
The document discusses different types of vocabulary including general, specialized, and technical vocabulary. It also discusses the importance of concepts and using graphic organizers to help students understand relationships between words and concepts. Several strategies for teaching vocabulary are mentioned, including word walls, knowledge ratings, word sorts, and having students explore words through writing. Activating prior knowledge, using context clues, and understanding word structure can help students learn new vocabulary.
This document discusses vocabulary acquisition and its importance for reading comprehension. It begins by introducing the topic and citing research showing vocabulary knowledge is essential for learning. It then discusses how vocabulary develops, noting children from lower socioeconomic groups hear fewer words. Both direct instruction and independent reading are needed to build vocabulary. The document outlines strategies teachers can use to promote vocabulary learning, such as word games, modeling word meanings, and teaching Greek and Latin roots. It emphasizes the need for vocabulary instruction, especially in schools with high poverty rates. Overall, the document examines research on vocabulary development and provides teachers with resources and strategies to support students' vocabulary growth.
This document outlines a vocabulary lesson plan aimed at enhancing students' vocabulary acquisition. The lesson utilizes various research-backed strategies including root words and affixes, differentiated instruction catering to different learning styles, interactive word walls, and technology integration through online games and flashcards. Students will read personal narratives, identify and define unfamiliar words using root diagrams and 3D word charts. They will add their work to the interactive word wall and create presentations based on their learning styles. A reflection journal will help students assess their learning and growth. The goal is to engage students and build confidence in learning new words through varied, challenging activities.
Expanding Vocabulary Activities: A Vocab Share Focusing on Classroom Applica...Julie Hanks
*Updated PPT - Teachers are constantly looking for new ways to introduce, review and assess vocabulary acquisition and retention. With Vygotzky’s theory of language acquisition as the framework, activities covering the noticing, recognition and production stages will be demonstrated. Participants will further develop activities, expanding the experienced teacher’s repertoire of practical classroom activities.
Clil lesson plan about enzymes (e lab for clil) Giuseppe Venturi Pacinotti Ta...Giuseppe Venturi
This document outlines a lesson plan for teaching about enzymes using CLIL (Content and Language Integrated Learning) methods. The lesson aims to help students understand the role and classification of enzymes through activities presented in English. It involves students watching videos, doing group work, presentations, and online research about enzymes and their applications. Formative assessment includes students creating a presentation and writing article. The document provides details on the content, objectives, activities, skills developed, and strategies used to integrate language learning with the science content.
This document discusses vocabulary development and instruction. It notes that vocabulary knowledge is an important part of communication competence. It provides facts about vocabulary, such as students learning about 3,000 new words per year on average. The document discusses different components of knowing a word and different conditions of unfamiliar words. It also discusses stages of vocabulary knowledge, goals and guidelines of vocabulary instruction, and characteristics of effective direct vocabulary teaching. Finally, it discusses different tiers of vocabulary focus and types of vocabularies for students in lower and upper grades.
This document discusses research on effective vocabulary instruction and provides examples of vocabulary activities teachers can use in the classroom. It notes that knowing a word involves more than just its definition, and that vocabulary instruction works best when it provides rich information about words, multiple opportunities for students to think about and use words, and enhances comprehension and production. Several vocabulary activities are then described in detail, including word sorts, non-linguistic representations like picture dictionaries, vocabulary skits, think-pair-share, and matching games. The document concludes by having teachers plan a vocabulary lesson using one of the strategies.
This document provides a framework for teaching reading comprehension. It discusses recognizing problems students have with comprehension and identifying causes of failure. It also outlines important comprehension strategies like previewing, making connections, questioning, and summarizing. The framework involves pre-teaching vocabulary, activating background knowledge, monitoring understanding, and assessing comprehension before, during, and after reading.
This document discusses creating vocabulary-rich classrooms. It provides research and strategies for developing students' academic vocabulary through everyday language use. Teachers can model more sophisticated vocabulary to gradually enhance students' vocabularies. The document outlines Marzano's six-step process for teaching vocabulary and provides classroom examples. It also summarizes a study on using structured think-alouds to support online vocabulary learning. Developing academic and domain-specific vocabulary through intentional exposure and practice can boost students' language and thinking skills.
This document provides a toolkit of strategies for teaching English as an additional language. It includes over 30 strategies organized under short headings. Each strategy is described in 1-2 sentences and suggests how it could be applied in the classroom to support English language learners. Key strategies include using visuals, modeling language, pre-teaching vocabulary, structured speaking activities, and validating students' first languages.
GCE: Strategies to Enhance Student Engagement and Boost AchievementKatie McKnight
This document summarizes strategies to enhance student engagement and boost achievement presented at a professional development day. It discusses:
1. Literacy strategies that support developing reading and writing skills to understand content, and technology tools that support effective teaching and learning of content.
2. Components of reading like assumptions about subject matter, the role of textbooks, active reading, independent reading, and how schema impacts content literacy.
3. Examples of learning centers and stations that teachers can use in their classrooms to incorporate content literacy strategies, including directions for setting them up and sample activities.
The document summarizes presentations from the TexTESOL conference in San Antonio in October 2015. It provides information on several sessions focused on tools and techniques for teaching English literacy using comics, academic vocabulary, writing skills, blended learning, critical thinking exercises, and assessing writing ability using the IELTS rubric. Presenters discussed apps and websites for creating comics, online listening exercises, and vocabulary games. Effective strategies included incorporating TED talks, modeling writing skills, and using rubrics to provide structured feedback to students.
This document discusses teaching vocabulary to young learners. It begins by defining vocabulary as the collection of words an individual knows. It notes that vocabulary instruction is receiving more attention now due to research showing its importance in language development. Some basic principles of vocabulary development discussed include emphasizing both direct and indirect teaching, presenting multiple exposures to new words, and having students keep vocabulary notebooks. The document then provides several classroom techniques and activities that can be used to help children develop their vocabularies, such as connecting words to students' lives, using word games, and incorporating dictionaries. It concludes by reiterating the importance of applying principles of vocabulary development and using different techniques to enrich language programs.
Mishka Barnes discusses how English learners acquire academic language skills needed for reading comprehension. She explains that academic language consists of academic vocabulary, discourse forms, and grammar/conventions. ELs must learn this language to achieve academic success. Teachers should thoroughly teach Common Core standards, using synonyms, and focus on academic vocabulary. They should provide reading instruction in small groups using modeling, scaffolding, visuals, and comprehension strategies. Progress is tracked using WIDA performance definitions which are also used to set language goals.
2. TEACHING VOCABULARY ACROSS THE CURRICULUM
How would you define Vocabulary?
What is Vocabulary?
Vocabulary can be defined as
“the words we must know to communicate
effectively: the words in speaking ( expressive
vocabulary) and words in listening( receptive
vocabulary)”
(Neuman and
Dwyer, 2009 p.385)
3. The vocabulary system is taken as an essential matter at the
moment of teaching a second language in a classroom which is
present in all the skills of the language (reading, writing,
speaking and listening). One of the reasons is that students
need to develop their knowledge in the context of second
language learning. In the following paragraphs it will be discuss,
according to Nation (2001), Hedge (2000) and Sökmen (1997)
some strategies, factors affecting vocabulary acquisition and
useful exercises among others
5. The nature of language teaching
(Aims and Objectives)
The purpose of English teaching
a. To improve their four skills.
Listening, Speaking, Reading and Writing
b. To cultivate their communicative competence.
c. To show them the way to study themselves.
Haroon
6. Ways to learn vocabulary:
Nation (2001) mentioned two ways which vocabulary can be learned. The first way is to learn
vocabulary through oral skills which involves listening and speaking. In listening learners can
pick up new vocabulary as teachers read to them and in speaking learners are suggest to memorise
as well as vocabulary knowledge a large number of clauses and phrases. The second way is to
learn vocabulary through written skills which involves reading and writing. In reading students
can learn new vocabulary by guessing words from context and in writing teachers ask for words to
be marked so it can be used to encourage vocabulary development.
7. Research on Imagery as Elaboration
Students who used imagery to learn vocabulary, on
average, performed…
# of
studies
6
4
37 percent higher than… …students who kept
repeating definitions.
21 percent higher than… …students who were
using the terms in a
sentence.
(Pickering, 2007)
9. TEACHING VOCABULARY ACROSS THE
CURRICULUM
IMPORTANCE OF VOCABULARY
Vocabulary has long been an important topic in academic circles ,but today it could be considered a hot
topic.
Research on Vocabulary
One important finding from research suggests vocabulary
learning never stops.(Smith, 1998)
It is a natural and lifelong phenomenon.
10. Different Kinds of Words Require Different Kinds of
Instruction!
Learning a basic oral vocabulary
Learning to read known words
Learning new words representing known concepts
Learning new words representing new concepts
Learning new meanings for known words
Clarifying and enriching the meanings of known words
Moving words into students’ expressive vocabularies
Building English learners’ vocabularies
(Graves, 2006)
11. What does the literature say on Vocabulary
instruction?
Vocabulary instruction should focus on critical words
Effective vocabulary instruction does not rely on
definitions.
Teaching word parts enhances understanding.
Different types of words require different types of
instruction.
Active engagement improves learning.
Repeated exposure is essential.
12. Characteristics of Effective Direct Vocabulary
Instruction
1.
Effective vocabulary instruction does not rely on definitions.
2. Students must represent their knowledge of words in linguistic and
nonlinguistic ways.
3. Different types of words require different types of instruction.
4. Students should discuss the terms they are learning.
5. Students should play with words.
13. The Case Against Providing Only
Dictionary Definitions
When people first learn words, they understand them more as
descriptions as opposed to definitions (Beck, McKeown, & Kucan,
2002)
Word
Dictionary
Definition
Description
illusion
An erroneous
perception of
reality
Something that
looks like one
thing but is really
something else or
is not there at all
14. Building Academic Vocabulary
A Six-Step Process
1.
Introduce word
YOUR FEEDBACK ? How would you
weekly
1 to 5 new
words
introduce/teach new
words ?
2.
Student friendly descriptions, examples,
explanations, images, etc.
Must connect to students’ prior knowledge
Students generalize meaning
3. Students create nonlinguistic representation
periodically
all previous
words
4.
Engage students in word activities
5.
Discuss words
6.
Engage student “play” with words
18. Characteristics
Definition
Glassy
A solid made of
atoms in an
ordered pattern
Clear coloured
Brightly coloured
Evenly shaped
Crystal
Examples
Metals
NON-examples
Rocks
Coal
Salt
Pepper
sugar
lava
21. A Quick Note:
Student Note Taking
Organized
WORKSHEETS
Vocabulary book
Teacher-created
Students must be able to adjust
and build on their understanding
of words.
Student notebooks
Designated
section of
notebook
24. “Teaching words well means
giving students multiple
opportunities to develop word
meaning and learn how words are
conceptually related to one
another in the texts that they are
studying.”
25. 3 Types of Vocabulary
1. General Vocabulary- consists of words with
acknowledged meanings in common usage.
2. Specialized vocabulary- is made up of words from
everyday life, general vocabulary that takes on
specialized meanings when adapted to a particular
content area.
3. Technical Vocabulary- consists of words that have
usage and application only in a particular subject
matter field.
26. Experiences, Concepts, and Words
Words are labels for concepts however; a single
concept represents much more than a single word.
What does it mean to know a word? Depends on how
well we understand the relationships among direct
experiences, concepts, and words.
Learning is much more intense and Meaningful when
it develops through the child’s first hand experience.
27. What are concepts?
Concepts create a mental image, which may represent
anything that can be grouped together by common
features or similar criteria: objects, symbols, ideas,
processes and events. Common Element or
relationship.
Concepts are similar to schemata!!
For EVERY concept there is an example!!!
28. Using Graphic Organizers to Make Connections
among Key Concepts
A graphic organizer is a diagram that uses content vocabulary to help students
anticipate concepts and their relationships to one another in the reading
material.
Analyze the vocabulary and list the important words
Arrange the list of words
Add to the Scheme vocabulary terms that you believe the students understand.
Evaluate the organizer.
Introduce students to learning tasks
As you complete the learning task, relate new information to the organizer
29. Activating what students know about words
Graphic organizers can be used to activate the student’s prior knowledge
of the vocabulary words in the given assignment or study unit and also
clarify their understanding of concepts as they study texts.
To show the relationship in a thematic unit in a chapter or chapter
subsection
To build a frame of reference for students as they approach new material
Activate prior knowledge of the vocabulary words in a text assignment or
unit of study
Clarify their understanding of concepts as they study text
30. Word Exploration
Word exploration is a writing to learn strategy that
works well as a vocabulary activity.
A word exploration activity invites students to write
quickly and spontaneously, a technique called free
writing.
The purpose of free writing is to get down on paper everything a student
knows about a topic in just a few minutes. This activity will activate schema
and long term memory.
31. How to activate what students know…
Brainstorming
List-Group-Label
Word Sorts, Word Walls
And Knowledge Ratings are also great activities to activate what students
know about words.
32. Word Wall
Word walls provide easy
access to words students
need. The specific
organization of the word
wall will match the
teacher's purpose.
The most helpful word
walls grow and change
throughout the year and
are used as a learning
reference.
33. Knowledge Rating
Knowledge ratings
get readers to
analyze what their
prior knowledge is
about the topic.
Term
Line
Segment
Ray
Know It
Heard it
Not
Much
X
X
X
34. VSS- Vocabulary Self Collection Strategy
Promotes long term acquisition of language in an academic discipline.
Steps:
Divide the class into teams of two
Present the word each team has selected to the class ( where it’s
found, what team thinks it means, why the team thinks class should learn
it)
35. CD Word Mapping- Concept of Definition Word
Maps
provides a framework for
organizing conceptual
information in the process of
defining a word.
CD word map instruction
supports vocabulary and concept
learning by helping students
internalize a strategy for defining
and clarifying the meaning of
unknown words.
36. REINFORCING AND EXTENDING VOCABULARY KNOWLEDGE AND
CONCEPTS
Students need many experiences, real and vicarious to
develop word meaning and concepts. They need to
use, test, and manipulate technical terms in
instructional situations that capitalize on reading,
writing, speaking, and listening.
In having students to do these things, you create the
kind of natural language environment that is needed
to extend vocabulary and concept development. There
are many activities that can be used to develop these
skills.
37. Activity Examples…
RTI framework helps teachers plan
lessons so that students can learn
vocabulary concepts as they relate to
their understanding of the text. RTI
supports thoughtful vocabulary
instruction that allows each student to
experience growth
There are also some activities examples
that help extend and reinforce
vocabulary knowledge and concepts.
Semantic Feature Analysis
(SFA) – establishes a
meaningful link between
students’ prior knowledge
and words that are
conceptually related to one
another. As a teaching
activity, SFA is easily suited to
before or after reading
instructional routines.
Categorization Activities
Concept Circles
Vocabulary Triangles
Magic Squares
38. VOCABULARY-BUILDING STRATEGIES
Showing learners how to construct meaning for
unfamiliar words encountered during reading helps
them develop strategies needed to monitor
comprehension and increase their own vocabularies.
Demonstrating how to use context, word structure,
and the dictionary provides students with several basic
strategies for vocabulary learning that will last a
lifetime.
39. USING CONTEXT TO APPROXIMATE MEANING
Constructing meaning from context is one of the most
useful strategies at the command of proficient readers.
Showing readers who struggle how to make use of
context builds confidence and competence and
teaches the inquiry process necessary to unlock the
meaning of troublesome technical and general
vocabulary encountered during reading.
Typographic Clues, Syntactic and Semantic Clues,
Logographic Cues are helpful tools to help struggling
readers.
40. OPIN
Students pair off into groups but they complete a
sentence exercise individually and once
completed, convince their word choice is the best.
The best choice must have a reasonable defense.
OPIN reinforces the role of prior knowledge and
experiences in the decisions the group makes.
EX- Charts and graphs are used to _____ information
41. WORD STRUCTURE
In addition to emphasizing context as a vocabulary
building strategy, showing learners how to
approximate word meaning through word structure is
another important aspect of vocabulary building.
A word itself provides information clues about its
meaning. The smallest meaning in a word is called
morpheme. Analyzing a words structure, morphemic
analysis, is a secondary vocabulary building strategy
that students can use to predict meaning.
42. The Dictionary is a Great Source for
Learning!
The uses of context and word structure are strategies
that give struggling readers insight into the meanings
of unknown words. Rarely does context or word
structure help learners derive precise definitions from
keywords.
When a reader doesn’t understand the meaning of a
word, the dictionary is a great resource for students.
One way to make a dictionary functional resource is to
use it to verify educated guesses about word meaning
revealed through context or word structure.
43. Tips for helping students use a dictionary:
Help students determine the “best fit” between a word and its definition.
If you assign a list of words to look up in the dictionary, list them
selectively.
Help students with the pronunciation key in the glossary or dictionary as
the need arises.
44. Reference list
Muhammad Haroon Baig ,Ma Tesol (Oxford),CELTA(Cambridge),MA
Eng.(Punjab),PGD TEFL (AIOU)
Ashley Hildebrant and Brittany Clawson.
Fran Lehr, M.A., Lehr & Associates, Champaign, Illinois; Jean Osborn,
M.Ed., University of Illinois at Urbana Champaign; Dr. Elfrieda H.
Hiebert, Visiting Research Professor, University of California – Berkeley. A
Focus on vocabulary Practices in Early Reading Series published by the
Regional Educational Laboratory at Pacific Resources for Education and
Learning.