vocabulary presentation 170

8/13/2019 Vocabulary Presentation 170

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Vocabularydevelopment

Wednesday, October 23, 13



fortun.ate when you eat that lit tle slip of paper that’s inside that

little cookie




1. pensive________________________2. traverse________________________3. yahoo_________________________4. scope (as in curriculum)_______________

5. vagrant________________________

6.sequence_______________________7.pepsin_________________________8.apocalypse______________________9.conduit________________________

10.guillotine______________________11.concise_______________________ 12.guano________________________

Vocabulary quiz




! Words learned by age 5?___!

Words per year learned during earlyschool years? _____! How many new words learned daily? __! How many word families in printed

English material (Grades 3 – 9) _____

2,500-5,000 3000 eight 88,500




Areas of the Brain




Guidelines for teaching vocabulary• Direct Teaching Individual Words- Good teachers continually

teach new words.•Teaching ‘Word Learning’ strategies- Students can usecontext and root word/affixes to learn independently.

•Word Consciousness- Successful students are sensitive toword parts, word choice in writing, and playing with words.

• WIDE Reading - the more you read, the more words you seeand understand.




geo = earthology = the study of

ist = a person

Geologist: a person who studies the earth

Morphemic analysis



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develop




un

under re

over ultrapost semi

develop




un

under re

over ultrapost semi

develop

ment ed

er

ing s




Roam the room and place a red, yellow or green dot on each word.Red = don’t know Yellow= seen it Green= use this word all the time!

mobocracy dolorous

palmyra vestigebefuddle rime

somnolent denizenlexicon xenophobia

icky netiquette

StoplightVocabulary




mob-ocracy dolor-ouspalm-yra vestige

befuddle ne-tiquettedenizen somno-lent

xeno-phobia lexiconicky rime



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Dictionaries

are written tohelp you?




Dictionaries





Why these don’t work...




! Reading a definition does not tell us how aword is actually used

! We need examples in context to infer theconnotation and denotation of the word

! Dictionary definitions can be truncated andincomplete! Being able to define a word is an end result of

knowing the word very well




Dictionaries

They arenot

createdequally!

Longman dictionaries are best


d



emotions actionsphysical

conditons sounds

Word Sort

miserable, groan, aggravated, foolish, mortified, expectorate,scuffle, titter, colicky, murmur, ailment, hum, nudge, snort




Steps in creating a Semantic Map

! Write the concept on the board/overhead! Brainstorm words related to concept

! Add important words not mentioned! Separate the words into categories!

Create the semantic map

Transportation...Wednesday, October 23, 13



This word sorting activity can be usedin many ways. Some teachers use it asa small-group activity to build priorbackground on the topic to bediscussed.

Others use is as a simple prewritingstructure for a five paragraph essay. Social studies topics can includepeople, conflicts, current issues,places and events

Vocabulary Star Current event

Who

Who

WhatWhat

WhatWhat

US Revolution

Poetry

Hear

Taste Touch

See

Smell

Important

things

Feelings

PlacesPeople

Actions

Where

Why What

When


h d f h d



Wear the word of the day!

When your students SEE the word you’ve pinned to your lapel theycan..

....focus on how the word is formed.ie: suffix, prefix, root word

....learn when/ how the word is

used....refer back to it for later retrieval....use it in context, as they move to

the next subject!Wednesday, October 23, 13

l k



Puzzlemaker.com

Across4. fear of strangers5. frost on the grassDown1. proper use of the web

2. the population3. ruled by the mobwords from the stoplight activity..




WhyEnglish

Learnershave

difficultywith

vocabulary

Board?Bored?




These are the most frequent words in the Academic Corpus.http://www.vuw.ac.nz/lals/research/awl/frequent.html

analysis approach area assessment assume authority

available benefit concept consistent constitutional context contract create data definition

derived distribution economic

environment established estimate evidence export factors financial formula function identified income indicate individual

interpretation involved issues

labour legal legislation

major method occur percent period policy principle procedure process

requiredresearch

response role section

sector significantsimilar

source specific

structure theory variables


http://www.vuw.ac.nz/lals/research/awl/frequent.html

http://www.vuw.ac.nz/lals/research/awl/frequent.html



Essential

vocabularyfor themedical

professional




Yahoo/Games

Word games on the web




Vocabulary worksheet with ART!




Social Science: Fictionary!

Science: Crossword PartnersEnglish: It’s Greek to me!

Health/Math: Word Walls Art: Picture Dictionary

Develop a lesson for one of these..




Fictionary

• cacoepy 1. a tent with roof holes for astronomical obser vations 2. telling fortunes with dregs of hot chocolate 3. a dwel ling constructed of dried dung

4. bad pronunciation 5. medical procedure for examination of the ret ina 6. a dwarf coconut tree

• melicrate 1. to smoothe the way 2. a wooden container for ballas t

3. a beverage of honey and water 4. to rule with kindne ss 5. to besmirch a reputation 6. a dri p meter

• taghairm 1. a method of divinat ion in which a person was wrapped in a fresh bul lock's skin and laid down alone

by the bottom of a waterfall 2. an elaborate stew prepared only on ceremonial occasions 3. a condit ion of nervous exhaustion brought on by excessi ve indulgence in running games 4. an ancient system of classif ying animals by spiri tual levels 5. a fi ve-roped braid of hair 6. a tree in which two or more trunks have fused into one




puzzlemaker.school.discovery.com/Wednesday, October 23, 13



Latin root....“dic” to speak




Greek prefixes and suffixes

anthro-bio- tempor-

inter-circum-chron-

phon-dia-

hypo-lumen-meta-

proto-meso-photo-

epi-prim-




Morpho-linguisti-cation

Prefixes Rootsre chart ate un force ment

in event fulcon tire

hydro

Suffixes




Cunningham (2000) recommends this procedure for learning from

WORD WALLS :

1. Introduce the word or words in context.

2. Practice reading and spelling the word.

3. Students should apply the words they are learning in a literacy activity.

4. Display the word on the word-wall for future reference.

5. Create word games wherein students can determine the

definition.

WORDWALLS


Picture Dictionary!



Picture Dictionary!Draw a picture of the new word, so you can remember it.

nucleus cell membrane

cytoplasm chloroplasty vacuole

cell wall

vocabulary presentation 170

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