Prepared by

Teacher Angel

I. Vocabulary

Kinds of VocabularyWhat does it mean to know a word?Obstacles in Vocabulary DevelopmentPrimary Goals of Teaching VocabularyCharacteristics of a Vocabulary

Teacher

II. Teaching a Vocabulary Class

Choosing which words to teachDiscussion Content/ Structure 8 Facets of Word Knowledge Important Things to Remember

III. Exercises and Activities

Word Structure MapFrayer Model Linear Array Semantic Feature Analysis Venn Diagram

IV. Assessment

Multiple ChoiceFill in the blanksCloze

V. Update of Visual Vocabulary Vocabulary 1 – PAIL1

Vocabulary 2 – PAIL 2Vocabulary 3 – PAIL 3Vocabulary for Kids/ JuniorsSAT/MSA Vocabulary (for regular

students)VI. Teacher’s Demo

Listening VocabularyReading Vocabulary Speaking VocabularyWriting VocabularyWord-Recognition VocabularyMeaning Vocabulary

Listening Vocabulary

Reading Vocabulary

Writing Vocabulary

Speaking Vocabulary

Receptive Vocabulary

Productive Vocabulary

(Dale 1965) “ I have

never seen it before.”

“I know it.”

“I can use it in a sentence.”

McKeown, Beck, McCaslin (1986)

UNKNOWN

ACQUAINTED

ESTABLISHED

Size of the task Differences between spoken English and written or ‘literate’ English Limitations of sources of information about words Complexity of word knowledge

On average, students add 2,000-3,000 words a year to their vocab. They learn 6-8 new words each day!

Most spoken language, and especially the language of face-to-face conversation, is less rich and varied in vocabulary use than is written language

Writers are devoid of various communicative tools that are at the disposal of speakers such as gestures, tone of voice and facial expressions

In writing, and especially in literate writing, the primary communicative tool is precision in word choice.

Dictionaries Traditional instruction in dictionary use

focuses on having students look up words and use information from the definitions they find to write sentences.

This kind of instruction produces superficial understanding and rapid forgetting of the word (Miller & Gildea, 1987)

Word Parts

Not a completely reliable source of info about word meanings

Eg. Casual / casualty, emerge/emergency, sign/design, awe/awful

Context

Benefits of context are primarily long-term: a matter of gradually accumulating partial information about words as they are encountered repeatedly

The chance of learning the meaning of any particular word from one encounter with that word in context is rather slim (Nagy,1987)

What does it mean to know a word?Conventionally, when we talk about

knowing a word, we mean knowing its definition. But knowing the definition is not the same thing as being able to use that word in speech and writing or to understand a text in which the word appears.

to know a word, students need to encounter it in context and see how its meaning relates to the words around it, and how it relates to the other words that might have been used in its place (Anderson & Nagy,1991)

…size of the task? WIDE READING…differences between spoken and written English? HIGH QUALITY ORAL LANGUAGE AND WORD CONSCIOUSNESS

…limitations of sources of information about words? INDEPENDENT WORD-LEARNING STRATEGIES

…complexity of word knowledge? EXPLICIT INSTRUCTION OF SPECIFIC WORDS

STORE

EXPAND & MOVE

UNDERSTAND

The formidable dinosaur roamed around, looking for a prey.

Teaches large numbers of core and extended vocabulary words every day, in every subject area

Teaches problem-solving strategies and meta-cognitive skills in making sense of words encountered during reading

Promote word-consciousness throughout the day

Scaffold independent reading skills so that students acquire vocabulary from written texts

Encourage students to increase reading volume

Structure classroom discourse, replacing simple words with rich vocabulary

Use pictures, realia, and gestures during classroom discourse to provide struggling English-language learners with comprehensible input

Provide multiple exposures to new words, engaging children in the use of rich vocabulary in oral discourse and writing

Encourage the playful use of words and develop enthusiasm for skillful word use

Encourage students to experiment with language use in a risk-free environment

Acknowledge the literacy skills students bring to class and build on that foundation.