vocabulary
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vocabulary [2021/02/22 19:45] – jgmac1106 | vocabulary [2022/04/11 23:25] (current) – [In the Classroom] jgmac1106 | ||
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+ | ===== Definition ===== | ||
Vocabulary consists of any grouping of knowledge at the individual word or concept level for meaning encoded in print, oral language, symbol system or explicit taxonomy vocabularies. | Vocabulary consists of any grouping of knowledge at the individual word or concept level for meaning encoded in print, oral language, symbol system or explicit taxonomy vocabularies. | ||
In terms of vocabulary in school settings we often refer to words students, | In terms of vocabulary in school settings we often refer to words students, | ||
- | [[Oral Language and Vocabulary]] | + | ==== What Does Research Say? ==== |
- | [[Vocabulary | + | We know from research we learn vocabulary incrementally |
- | [[Non-contextual | + | Given that we expand vocabulary in increments it is no surprise research demonstrates vocabulary cuts across many dimensions of knowledge and not just words (Nagy & Scott, 2009. For example |
- | [[Contextual | + | Learning words, like words themselves relies on their interrelated nature. We often learn about words without reading or writing the words themselves (Nagy & Scott, 2009). An article on birds may impact vocabulary learned earlier in an article about penguins, for example. We also know, based on this inter-related nature we must move from defining vocabulary to actively using the concepts in reading and writing (Graves, 1986) through |
- | [[Where' | + | Part of this inter-related nature lives at the intersection of spelling, morphology, |
- | [[Choosing Vocabulary Words]] | + | Given the findings around incremental learning of vocabulary through multi-dimensional domains of interrelated knowledge, it is no surprise that single exposure to words (Beck & McKeown, 1993) or relying solely on context around words works in school. |
- | [[Academic Language]] | + | Therefore teachers need to focus on [[Choosing Vocabulary Words]] with an emphasis on [[Academic Language]]. |
- | [[English Language Learners]] | + | ==== In the Classroom ==== |
- | [[Varied Reading | + | In the classroom when teaching vocabulary you rely on words as an essential part of your reading comprehension or content learning. You need to make semantic, morphological, |
- | [[Vocabulary and Assessment]] | + | When you assign Word-Learning Task as a teacher you utilize using different relationships between words and concepts to learn vocabulary |
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+ | * Known word & Known concept | ||
+ | * Ex. Weather and rain | ||
+ | * New word & Known concept | ||
+ | * Ex. Meteorology & precipitation | ||
+ | * Known word & New concept | ||
+ | * Ex. Pressure & storm watch/ | ||
+ | * New word & New concept | ||
+ | * Ex. Humidity & hygrometer | ||
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+ | Four methods for learning unknown words: | ||
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+ | - Context Clues: learning new words by knowing meaning of old words. Looking around the word within the text for hints. Seeing or hearing word in other contexts | ||
+ | - Morphemic Analysis: using parts/roots of the word to approximate meaning4. | ||
+ | - Expert Advice: Asking teacher, parent, sibling, friend, etc. | ||
+ | - Dictionaries | ||
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+ | Students need multiple exposures to multiple forms of a word across multiple modalities. In terms of skills you must teach [[Non-contextual vs Contextual Vocabulary Instruction]]. [[Contextual Vocabulary Instruction]] often relies on comprehension skills of looking for implicit and explicit definitions within a text. On the other hand, [[Non-contextual Vocabulary Instruction]] may rely on explicit teaching of vocabulary outside of the text. | ||
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+ | Given the small number of of word families that make up the focus of vocabulary lessons but the complexity of words having multiple meanings explicit rich vocabulary instruction helps [[English Language Learners]] develop literacy skills in both languages. | ||
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+ | Overall, while we focus on explicit and rich vocabulary instruction the greatest amount of words learned occurs through [[Varied Reading and Vocabulary]]. That is the only way to truly develop new connections to new meanings. | ||
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+ | You can not truly know all the words someone knows and given the subject specific nature of language | ||
vocabulary.1614023153.txt.gz · Last modified: 2021/02/22 19:45 by jgmac1106