Richmond

Picture Dictionary PARTICIPANTS BOOKLET

MARCH 2015

Whats a Word?

A word is ___________________, and the form relates to phenomena in the world (or more

specifically, to referents in the universe of discourse) via mental concepts, which seem to be fuzzy

categories centered on what are called prototypes.

How do children learn vocabulary?

Most vocabulary is _________________ but some vocabulary must be ________________.

Indirect Learning

These are typically three ways children learn vocabulary indirectly.

1. First, they participate in oral language every day. Children learn word meanings through

________________ with other people, and as they participate in conversations, they often

hear words _________________________. The more conversations children have, the

more words they learn.

2. Another, indirect way children learn words is _______________. Reading aloud is

especially powerful when the reader pauses during reading to define an unfamiliar word

and, after reading, engages the child in a conversation about the book.

Conversations about books help children learn new words and concepts and relate them

to their ___________________and experience (Partnership for Reading, 2001).

3. The third way children learn new words indirectly is__________________________. This is

one of many reasons why many teachers feel that daily independent reading practice

sessions of 10 to 20 minutes are so critical (Krashen, 1993).

It is important for students to understand that social meaning often goes beyond the literal

meaning of words translated from their L1 (Spanish in this case). There are words that are

not acceptable to use because they reflect and reinforce negative perceptions of people. The

line between acceptable and offensive is not necessarily the same as in the first language

and native culture, and what is considered acceptable often changes over time. For example,

in Mexican Spanish, the term mojado is often used to describe undocumented immigrants

living in the U.S., but in English, the terms wetback and illegal (as noun) are extremely

offensive and should never be used.

Direct Instruction

Direct instruction helps students ________________ (Johnson, 2001), such as words that

represent complex concepts that are not part of the students everyday experiences (National

Reading Panel, 2000). We also know that when a teacher pre-teaches new words that are

associated with a text the students are about to read, better reading comprehension results.

Teaching Vocabulary

Vocabulary refers to _________________________________ that we want students to learn.

Vocabulary instruction refers to the planned presentation of these items to students with the

expectation that they will learn to ______________ as active vocabulary or remember their

meaning when they are seen in a _______________ (passive vocabulary).

Choosing Target Vocabulary

Constructing Lexical Sets

From Easy to Difficult

From Familiar to Less Familiar

From Frequent to Less Frequent

From Concrete to Abstract or Complex

A lexical set is ____________________________________________. Students learn words better

when they are presented in a logical context, where they can attach

______________________________________________they already have about a particular topic.

Good categories for lexical sets include: colors, fruits and vegetables, classroom objects, zoo

animals, forms of transportation, city places, etc. Remember to include verbs as well, for example,

classroom actions, free-time activities, and daily routines.

How many words? As teachers, we can be overly ambitious when we choose words for a

lexical set. It can be easy to pack in as many words as possible because we feel that they

are all important. However, students can only practice and learn to use a small number of

words and later review for the words that you teach, so a good balance is necessary. Older

students are generally able to learn slightly larger groups at one time, but in the case of

phrases and abstract vocabulary, it is best to stick to a reduced number. (The exact number

per set will always depend on your students needs and abilities, but ten words per set is a

good guideline to start with). Students will also see a few new words that you can explain in

the moment related to the theme or your lexical set. If you do not include these in practice,

testing, and review, they will be passive vocabulary for the student: words they are more

likely to recognize in the future. You should decide ahead of time which words students will

learn as active and passive vocabulary.

DRAW YOUR PARTNERS ROOM HERE:

Vocabulary Presentation, Review and Expansion

Vocabulary is not learned by_________________________________. Telling a student the

meaning of a word does not mean that he or she has learnt it. Students need a clear

__________________ and repeated, varied exposure to vocabulary in order to learn it and, later

on, _____________ without thinking about it.

Flashcards

Realia

Mime

Mind-Maping

Word Transformations

English Outside of Class

Translation

For all of this to happen, they need frequent review. Review is also needed, though, on a

________________ later on. In addition, students cannot express increasingly more complex ideas

without larger vocabulary. For this, we have vocabulary expansion. This refers to vocabulary

presentations that build on students___________________.

Integrating Knowledge and Skills

Integrating different aspects of English in a balanced way can be compared to eating a

large ice-cream cone. You cannot focus too heavily on just one aspect of language; the

cone will drip on the other side and make a mess. A balanced approach is necessary.

Ultimately, when people use language, they do not use________________; they do not

use only speaking or only vocabulary. They use whatever combination of

____________________ is necessary to communicate, interpret the world around them,

and accomplish everyday tasks.

When working with listening activities, it is important to remind students that they will not

understand every word, and that it is OK. Encourage them to focus on the information

required for the task. Always have transcripts on hand for students who need extra help after

they have attempted the task without it.

Looking back

English language learning is a complex and ambitious task that is easier to achieve by developing

the skill areas and vocabulary. No classroom activity depends exclusively on one skill or another;

rather, skill instruction is normal language instruction with a focus on a particular skill or aspect of

English. Students can learn strategies for using the language that they already know to speak,

write, read, and listen more effectively. We can give them a better framework for learning

vocabulary, as well, so that they can learn to identify patterns in language on their own and

continue learning independently. By taking the time to focus on specific skill areas in isolation and

in combination, through integrated activities, students can become successful language learners,

able to use English in a wide range of situations to accomplish a variety of tasks.

Bibliography

Primary Methodology Handbook, Practical Ideas for ELT, Richmond Publishing .

First Edition 2014.

The Essentials of Teaching Children to Read, by D. R. Reutzel |R.B. Cooter Pearson Allyn

Bacon Prentice Hall.

2005 edition.

Teaching and Learning Vocabulary: Bringing research to Practice, edited by Elfrieda H.

Hiebert and Michel L. Kamil Lawrence Erlbaum 2005.

Teaching and Learning Vocabulary, by Nation, I.S.P. Boston Heinle&Heinle Publishers

1990.

Reading in a Second Language: Moving from theory to practice, by Grabe, W. Cambridge

University Press 2009.

Links suggested

@ http://worksheets.theteacherscorner.net/make-your-own/crossword/

@ www.iSLCollective.com

@ http://www.songsforteaching.com

@ www.busyteacher.org

@ www.ESLpartyland.org

@ www.pinkmonkey.com

@ www.vocaroo.com