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VOCABULARY STRATEGIES
-Awareness of words-Wide reading & extensive writing-Independent strategies
Guidelines for Teaching Vocabulary Choose words to study Highlight words on word wall Develop full word knowledge Teach mini-lessons Plan word-study activities Use dictionaries and thesauri Teach context clues Promote wide reading
More Guidelines for Teaching Vocabulary Relate new vocabulary to their prior
knowledge Review the text and compile a list of
words related to the story line(s) or main ideas
Think about words in relation to students’ needs
When to teach vocabulary- Before reading
Before reading:1)When students are experiencing difficulty
in constructing meaning and seem to have limited prior knowledge of any kind, including vocabulary.
2)When the text contains words that are not clearly a part of prior knowledge
When to teach vocabulary- Before reading
Before reading:3) When the text has usually difficult
concepts4) When students have previewed the
text and have identified words they believe they need to know to understand the text
When to teach vocabulary
During reading:For those students who need overall teacher support through guided reading.
When to teach vocabulary
After reading:1) To help students clarify the meanings of
any words that were of interest to them during reading or that caused them difficulty
2) To expand students’ vocabularies by having them focus on interesting words related to the text
Effective approaches for ELL students General approaches
Realia- real objects Models Pictures Tutoring Language Experience ApproachCaution: Simply explaining the word is
often ineffective
General Approaches to Teaching Vocabulary
Building concepts Examples Experience Hands-on experience when developing
new concepts Discussion
General Approaches to Teaching Vocabulary Noting words in journals-vocabulary
journals, spelling journals Reading aloud to students Discussion groups-literature
response, literature circles Word banks, word files, word books Brainstorming Graphic organizers
General Approaches to Teaching Vocabulary Writing (applying their knowledge of
vocabulary when they use words in writing)
Word expansion activities Bulletin boards Electronic books and software Book displays Discussing interesting words
EFFECTIVE APPROACHES
Context Clues
Definition: Information from the words or
sentences surrounding an unknown word that helps to clarify the word’s meaning
Types of context clues Definitions Example-Illustration Contrast Logic Root words and Affixes Grammar
On your own-Approaches Look at the word in relation to the
sentence Look up the word in the dictionary
and see if any meanings fit the sentence
Ask the teacher Sound it out
On your own-(cont’d)
Re-read Look at the beginning of the
sentence again Look for other key words in the
sentence that might tell you the meaning
Think what makes sense
On your own-(cont’d)
Ask a friend to read the sentence to you
Read around the word and then go back
Look at the picture, chart , table Skip it if you don’t need it
External references
A source of information that falls outside the passage in which the unfamiliar word occurs
Glossary Index Thesauri Encyclopedia (print, online) Dictionary (direct instruction)
Using word study to develop vocabulary
Components of word study: Concepts and word meanings Multiple meanings Morphemic analysis Synonyms Antonyms
Cognates
Similar words in two languages that have descended from the same language
Recognizing cognates is a unique word-learning strategy for ELLs
Using cognates
Teachers should Point out connections Talk about usefulness of cognates Add them to the word wall and highlight
them Encourage students to look for
cognates
Components of word study (cont’d) Homonyms Etymologies Figurative meanings
Figurative meaningsand ELL Figurative meanings are especially
confusing to students learning English. Have ELL students compare literal and
figurative meanings of phrases and idioms so they will understand the figurative meanings and how to use them orally and in writing.
Word study activities Word posters Word maps Word sorts Word chains
Morphemic analysis
Morpheme- the smallest unit of language which has an associated meaning.
Morpheme analysis-a process by which readers can determine the meaning of an unfamiliar word by analyzing its component parts
Types of morphemes Free- a free morpheme can function alone
as a word “some” or “thing”
Bound- bound morphemes are those meaningful language units that occur only as attachments to words or other morphemes “tele” “er” “cide”
Strategies for Vocabulary Development Inferring meaning from context Concept of definition (word maps) Semantic mapping (list-group-label) Semantic feature analysis Hierarchical and linear arrays
More strategies for vocabulary development Preview in context Contextual redefinition Vocabulary self-collection Structural analysis Key vocabulary approach (ELL)
Key vocabulary approach Especially effective with ELL
students and struggling readers. Teacher might sit with a small group of
students Students select a word of personal
importance Teacher writes word on a card
Key vocabulary approach (cont’d) Steps (cont’d)
Student traces the word with a finger as the teacher records the word in a key word book
Student then dictates a sentence using the key word
Teacher records that sentence in the key word book
Key vocabulary approach (cont’d) Steps (cont’d)
Student reads the dictation back and illustrates it
Student copies the word and the sentence
Structural analysis
Elements of structural analysis Base words Root words Prefixes Suffixes Inflectional endings (possessive case, gender,
number, tense, form) Compound words Contractions
Vocabulary Activity
Part one: Select a text to read Identify three vocabulary
approaches/strategies you would use with the text
Develop two activities for using the strategies
Vocabulary ActivityPart two:Present you activities to the class Give book title Identify age/grade level Briefly summarize the text Identify your strategies Provide a rationale for using the
strategies Briefly describe your activities