vocabulary 02

8/9/2019 Vocabulary 02

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VocabularyTE 301

Spring 2010


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Learning to Use Cueing Systems and Prior Knowledge to

Become Independent Readers

Phonological System:sounds that correspond

to written symbols

Pragmatic System:

language variationsaccording to social

and cultural uses

Semantic System:

meaning systemthat focuses on

vocabulary

Syntactic System:

structures that governhow words are

combined in sentences

Prior Knowledge of story and

experiences reading books


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Vocabulary Vocabulary is basically words.

Some people use the term vocabulary as thoughit is only words that students are learning, but all

words are vocabulary. We sometimes talk about academic vocabulary.

This is vocabulary that is important and common inschools and not very common in everydayconversations, at least outside academic contexts.

The essence of vocabulary learning is regarded asassociating the meanings of new words with theirpronunciations in memory (Ehri & Rosenthal, 2007,p. 395).

(Ehri, L.C., & Rosenthal, J. (2007). Spellings of words: A neglected facilitator of vocabulary learning.

Journal of Literacy Research, 39(4), 389-409.)


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Vocabulary

Its not as simple as just knowing or not knowing

a word. There are different kinds of vocabulary

knowledge. Receptive vocabulary refers to vocabulary one

can understand.

Expressive vocabulary or productive vocabulary

refers to vocabulary one can use.


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Stages of Vocabulary Learning There are different levels or stages of

knowing a word. No knowledge.

General sense, such as knowingmendacious has a negative connotation.

Narrow, context-bound knowledge, such asknowing that a radiantbride is a beautifully

smiling happy one, but unable to describe anindividual in a different context as radiant.

(Beck, McKeown, & Omanson, 1987, in Beck, McKeown, & Kucan, 2002, p. 10):


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Stages of Vocabulary Learning

Having knowledge of a word but not being able to

recall it readily enough to use it in appropriate

situations.

Rich, decontextualized knowledge of a words

meaning, its relationship to other words, and its

extension to metaphorical uses, such as

understanding what someone is doing when theyare devouringa book.

(Beck, McKeown, & Omanson, 1987, in Beck, McKeown, & Kucan, 2002,

p. 10):


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Vocabulary Vocabulary is related to success in a number of

arenas, to perceived intelligence, to content

learning, and to reading comprehension.

These relationships are causal at least some ofthe time. For example, learning unfamiliar words

that appear in a text will generally make

someone a better comprehender of that text.Ehri & Rosenthal, 2007


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VocabularyIn the classroom, we think of at least three areas

within vocabulary:

Students learning specific words

Students learning how to learn words (sometimescalled vocabulary strategies)

Students becoming increasingly interested in andaware of words (sometimes called word

consciousness,) (Graves, 2006)Graves, M.F. (2006). The vocabularybook. New York: Teachers College Press.


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Students Learning Specific

Words

Students can learn new words through:

D

irect instruction Exposure (discussion, writing, etc.)

A combination of both


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Students Learning Specific Words

Students need to learn more words than we can directly

teach.

Thus, it is important to select words for teaching verycarefully. Factors to consider include:

which words students already know and how well;

how important the word is to the curriculum;

how important the word is to the larger context (in books ingeneral, in the media, etc.);

how related the word is to other words to be taught.


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Students Learning Specific Words

Students need to learn more words than we can directly

teach.

Thus, it is important to make sure students have lots of

opportunities to learn words without direct instruction,

through reading and through a rich oral language

environment.

It is also important, to the degree that we can, to teachstudents how to learn to learn words without direct

instruction.


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Students Learning How to

Learn Words

Contextual analysis: using context around a word

to help figure out word meaning

Morphological analysis: using parts of words tohelp figure out word meaning

Lexical Resources: using tools such as paper or

electronic dictionaries, thesauruses, etc. -- there

is less evidence in this area


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Word Awareness

Includes such things as:

Students notice when they hear or read an

unfamiliar word. Students want to learn the meaning of unfamiliar

words.

Students are interested in words, like to play with

words, think about how words are related, love orlike certain words.


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Vocabulary Issues for SLLs

SLLs are often working to develop vocabularyin their first language as well as in a secondlanguage.

Acquiring academic vocabulary, as for non-SLLs, is likely to be more of a challenge thanacquiring everyday vocabulary.


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Vocabulary Issues for SLLs

Idioms may be a particular challenge for SLLs.

Multiple meaning words may also be especiallyconfusing for SLLs.

There are approaches to vocabulary instructionthat are very helpful to SLLs. More on that nextyear!

vocabulary 02

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