FACETS OF PURPOSEFUL VOCABULARY INSTRUCTION Provide rich and varied language experiences discussion, focused attention on words, being read to, wide and frequent reading Teach word-learning strategies Using context, using morphology (word parts), using a dictionary Foster word consciousness Awareness, interest in words and their meanings, understanding of communicative power of language Teach individual words (Graves, 2006)
FACETS OF PURPOSEFUL VOCABULARY INSTRUCTION. Provide rich and varied language experiences discussion, focused attention on words, being read to, wide and frequent reading Teach word-learning strategies Using context, using morphology (word parts), using a dictionary Foster word consciousness - PowerPoint PPT Presentation
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
FACETS OFPURPOSEFUL VOCABULARY INSTRUCTION Provide rich and varied language experiences
discussion, focused attention on words, being read to, wide and frequent reading
Teach word-learning strategies Using context, using morphology (word parts), using a
dictionary
Foster word consciousness Awareness, interest in words and their meanings,
understanding of communicative power of language
Teach individual words (Graves, 2006)
PURPOSE FOR TEACHING To understand a specific text better
To learn a specific concept and its label
To improve comprehension of texts in general
To increase one’s understanding of some aspect of generative word knowledge
To improve writingNagy & Heibert, 2007, presentation
WORD HIERARCHY
(Beck, McKeown, 1985)
CRITERIA FOR WORD SELECTION Word Knowledge
prior knowledge necessary understanding
Frequency & Distribution rate of occurrence in
English text
Importance reading comprehension
(particular selection, general comprehension)
content-specific achievement
Utility outside of particular
school context instructional potential generativity morphology (word
parts) semantic-relatedness
(categories of meaning)
Conceptual difficulty
CONCEPTUAL DIFFICULTY Known concept that
can be expressed with a one-word synonym or familiar phrase Often found in narrative
text Often can be learned
from context or understand essential meaning of text without deep word knowledge
altercation (fight) apologize (to say you’re
sorry)
Unknown concept that can be learned from available experiences & information (background knowledge)
I HAVE… WHO HAS…? Students practice pronouncing words,
speaking clearly, and reinforcing definitions.
Pass out cards randomly. Ex. I have a right triangle who has an angle that
is less than 90 degrees. Who has…?
Students respond as prompted.
50 points 50 points 50 points
100 points
100 points
200 points
Pyramid Game
motor trolley rail
harbor cargo
journey
50 points 50 points 50 points
100 points
100 points
200 points
Pyramid Game Unit Theme?
Interview a Word Select key words important to understanding a
concept or story. Divide your class into teams. Give each team a word and a list of questions. Have students “become” the word and answer
the questions. In front of the group, one person on the team
asks the questions. The team takes turns answering while everyone else listens.
After listening, the class tries to guess the word.
VOCABULARY CONTINUUM Encourage student discussion and
elaborative processing of meaning among synonyms or related words.
VOCABULARY CONTINUUM mistake error blunder
hatedislike loatheabhor
adore cherish blunder
Encourage student discussion!
CLASSIFYING Provide students with vocabulary cards
Have students place cards into categories label the categories see how other groups classified their cards or regroup
cards using a different criteria
VOCABULARY – ALIVE WRITING Provide a list of terms for students to use in a
single related piece of writing.
For Example:Use 15 of the 20 terms listed above
in a meaningful paragraph, story, poem or letter to convince me of your understanding. Put a check mark next to the terms you choose and underline them in the writing.
Write a paragraph using the words listed above in the word bank to describe the graph that is shown at the right.
intercept slope decreasing
parallel constant intersection
increasing quadrant perpendicular
NAME THAT CONCEPT!1. Partner A: Provide clues to your partner
without using the actual words, derivatives, or rhymes.
definitions, examples, descriptions, contexts
2. Partner B: Name the concept or component or say “pass” to move on to the next item.
Goal: Successfully communicate all items in one minute.
Encourage Word Consciousness & Excitement
Word of the Day
What is the purpose???
GAMES Apples to Apples Balderdash Boggle Charades Listen Up! Mad Gab Outburst
Oodles Password Scattegories Scrabble Taboo Upwords Win, Lose, or Draw