Vocabulary
Great gap between
required demands
of 88, 500 words
to spoken words
of no more than 7,000.
Students acquire many
words from
reading independently
shared readings
and read-alouds.
Lack of vocabulary
leads to a STRUGGLE
in ALL content area classes.
Also, has great impact
on reading comprehension.
In the past
was not its own.
It was intertwined
with
Comprehension
or
Word recognition
Teach words in isolation,
maybe not
Teach words using text
a hodgepodge
therefore not so much.
Word Schema
or knowing a word
More than just a
single definition.
Understanding the context,
and morphology
to hypothesize the meaning.
to hypothesize the meaning.
Concepts or Labels?
Concepts
much more important to teach
than labels.
than labels.
Avoid
a one size fits all approach.
Assess all students
to find the instructional level.
Vocabulary Self-Awareness
is a good way to see
who knows what in the class.
Currently,
vocabulary instruction
seek to integrate varied methods.
Four principles
of successful instruction
as seen by Blachowicz and Fisher.
One- Be actively involved in word learning
Two- make personal connections
Two- make personal connections
Three- be immersed in vocabulary
Four- consolidate meaning through multiple sources.
Types?
General
specialized
and technical.
Strategies there are many
In all subjects you see.
From word walls,
Personal dictionaries,
Analyzing words
Learning multiple meanings
Noticing slight differences in meaning
and learning vocabulary as
Part of Speech
in English.
To Social Studies
where one might see
semantic feature analysis
and movement in role-play.
Technical vocabulary
of Mathematics
using a sequence of
“introduce,” “define,” “discuss,” and “apply”
using journals
to develop vocabulary specific to
geometry or other content area.
Word sorts,
are great for
developing vocabulary
in science.
Repetition can
be used in elective classes
such as music.
Visual representation
is yet another way.
These strategies
can be used in ALL
content areas
to improve vocabulary.
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