non-contextual_vocabulary_instruction
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- | [[Concept Maps]] | + | ===== Definition ===== |
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+ | Non-contextual vocabulary instruction focuses on the connections to other words or the concepts being taught in class. | ||
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+ | As you introduce words you focus on making semantic, morphological, | ||
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+ | ==== Semantic Connections ==== | ||
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+ | Semantic networks represent the links between words as we often illustrate in a [[Concept Maps]] | ||
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+ | Marzano and Marzano (1988), grouped | ||
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+ | ==== Morphological Connections ==== | ||
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+ | Morphemes, the smallest elements of language that contain meaning, have shared meanings in the morphology of a word. The work kick is a morpheme. A free morpheme has it own meaning a bound morphem such as -ed or -s gets added to a free morpheme to make a new word such as kicks or kicked. | ||
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+ | Other morphemes make compound words. Book and case become bookcase. If you make it plural you have bookcases a word that has three morphemes. A teacher may make the connection of the two words becoming a compound word explicit. | ||
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+ | Suffixes, prefixes, and root words also make morphological connections to highlight. Many tier II academic language words build off of Greek and Latin roots. | ||
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+ | ==== Multiple Meanings ==== | ||
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+ | Many words have multiple meaning, or polysemy. This word comes from the Greek roots of poly for many and semy for sign. You need to make the connection between these words. Students should get taught the dictionary skills to identify the correct definitions. | ||
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+ | ===== In the Classroom ==== | ||
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+ | Extensive Reading-Reading equals vocabulary | ||
+ | Mini-lessons-Explicitly teach the connections between words and conceptual vocabulary. | ||
+ | Rich Discussion-Require use of vocabulary, provide scaffolds like lists of words for discussion | ||
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non-contextual_vocabulary_instruction.1616003551.txt.gz · Last modified: 2021/03/17 17:52 by jgmac1106