vocabulary
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vocabulary [2022/04/10 14:43] – jgmac1106 | vocabulary [2022/04/11 23:25] (current) – [In the Classroom] jgmac1106 | ||
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==== What Does Research Say? ==== | ==== What Does Research Say? ==== | ||
- | We know from research we learn vocabulary incrementally and multiple meanings make learning vocabulary difficult. This can range from partial word level knowledge and use, to conceptual understanding, | + | We know from research we learn vocabulary incrementally and multiple meanings make learning vocabulary difficult. This can range from partial word level knowledge and use, to conceptual understanding, |
- | Given that we expand vocabulary in increments it is no surprise research demonstrates vocabulary cuts across many dimensions of knowledge and not just words. For example [[Oral Language and Vocabulary]] and the [[role_of_background_knowledge|Vocabulary and Comprehension]] all impact vocabulary acquisition. | + | 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 [[Oral Language and Vocabulary]] and the [[role_of_background_knowledge|Vocabulary and Comprehension]] all impact vocabulary acquisition. |
- | Learning words, like words themselves relies on their interrelated nature. We often learn about words without reading or writing the words themselves. 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[[word_play|Vocabulary and Word Play]]. | + | Learning words, like words themselves relies on their interrelated nature. We often learn about words without reading or writing the words themselves |
- | Part of this inter-related nature lives at the intersection of spelling, morphology, | + | Part of this inter-related nature lives at the intersection of spelling, morphology, |
+ | 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. | ||
- | [[Choosing Vocabulary Words]] | + | Therefore teachers need to focus on [[Choosing Vocabulary Words]] |
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- | [[Academic Language]] | + | |
==== In the Classroom ==== | ==== In the Classroom ==== | ||
- | [[Non-contextual vs Contextual Vocabulary Instruction]] | + | 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, |
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+ | 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 | ||
+ | |||
+ | Four methods for learning unknown words: | ||
+ | |||
+ | - 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 | ||
- | [[Contextual Vocabulary Instruction]] | ||
- | [[Non-contextual Vocabulary Instruction]] | + | Students need multiple exposures to multiple forms of a word across multiple modalities. In terms of skills you must teach |
- | [[Where' | ||
- | [[English Language Learners]] | + | 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]] |
- | [[Varied Reading and Vocabulary]] | + | Overall, while we focus on explicit and rich vocabulary instruction the greatest amount of words learned occurs through |
- | [[Vocabulary and Assessment]] | + | You can not truly know all the words someone knows and given the subject specific nature of language |
vocabulary.1649601814.txt.gz · Last modified: 2022/04/10 14:43 by jgmac1106