vocabulary
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vocabulary [2022/04/11 18:10] – [In the Classroom] jgmac1106 | vocabulary [2022/04/11 23:25] (current) – [In the Classroom] jgmac1106 | ||
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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. | 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 (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[[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 (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 [[word_play|Vocabulary and Word Play]]. |
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, | ||
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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, | 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, | ||
- | Students need multiple exposures to multiple forms of a word across multiple modalities. In terms of skills | + | When you assign Word-Learning Task as a teacher |
+ | * 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 | ||
- | 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. | + | 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. | ||
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. | 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. |
vocabulary.1649700600.txt.gz · Last modified: 2022/04/11 18:10 by jgmac1106