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Part III:Vocabulary

Part III:Vocabulary. Background knowledge is the most important factor in reading comprehension. Vocabulary is the most important factor in background knowledge. Vocabulary provides access to concepts. Best Practices in Vocabulary Instruction:. Depth of processing: Multiple exposures

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Part III:Vocabulary

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  1. Part III:Vocabulary Background knowledge is the most important factor in reading comprehension. Vocabulary is the most important factor in background knowledge. Vocabulary provides access to concepts.

  2. Best Practices in Vocabulary Instruction: Depth of processing: Multiple exposures Multiple meanings Multiple contexts Multiple forms of a word Opportunity to communicate Purposeful repetition Treating phrases as words Verbal and Nonverbal processing

  3. 2,000 words for general conversation in English (aka BIC: Basic Interpersonal Communication) Ex: through, long, where, much, people, should, feel, down, each, think, between, good, how, become, nation, hand, here, house, both, mean, call, write, under, night, develop, move, under, thing, general… Vocabulary: The Key to Reading Comprehension Dolch List General Service List Academic Word List (AWL) 570 word families for academic reading; Words that appear frequently in academic texts of various subjects, but are not frequent in casual conversation Ex: approach, analysis, assess, assume, consist, obtain, available, finance, export, formulate, item, estimate, journal, injure, restrict, select… 220 sight words that elementary students should recognize Based on frequency Ex: a, am, away, all, after, and, are, again, an, any, as, always, around, ask, about, ate

  4. High-Incidence Academic Word List (AWL) 570 words Comprise 10% of the words in academic discourse Are outside of the 2,000-3,000 words that are necessary for basic social communication in English CALP: Cognitive Academic Linguistic Proficiency 570 words on the AWL 2,000-3,000 words for basic social communication BIC: Basic Interpersonal Communication

  5. AWL is arranged in 10 sublists, in order of frequency 65% of the words on the AWL have Latin/Greek word components The words on the AWL can be used to form about 3,000 words (by adding prefixes and suffixes)

  6. Tier II Words Tier III Words Tier I Words: Domain-specific terminology; “Glossary” words On-the-job words Language of academics, business, government “Vocab List” words Everyday Language: Ask Dead Name Find out; figure out Answer Rain Use Sharp Get Take apart and put together balance Photosynthesis Cytoplasm Metamorphosis Asymmetrical Bathysphere Rhetoric Deoxyribonucleic acid Artifact Habeas corpus Diaspora Polysyndeton Adjective Interrogate Deceased Designate; designation; identify, identification Ascertain; determine Precipitate, precipitation Utilize; employ Acute Acquire Analyze; synthesize equilibrium x chr___ ___ic ph __y__ ___sis Code-switching Prefix/root/suffix

  7. Word Components: Level 1 (usually known in elementary grades) Prefixes ex- pre- re- un- dis- non- im- mis- mini- maxi-

  8. Word Components: Level 2 (usually known in intermediate grades) Prefixes co-; con-; com- syn-; sym- in-; en- (into) sub-; sup- e- a-; ab- inter- intra- mono- uni- bi-; tri-; quad-, etc. cent-; milli-; mega- poly-; multi- omni- trans- semi- bio-; geo-; eco-

  9. Word Components: Level 3 (usually known in high school) Prefixes pseudo- demi- endo-; ecto- pro- per- peri- hemi- ob- bene- mal- photo- nom- ig- muni- contra- philo-

  10. Indigenous people

  11. Common Word Roots for Academic Subjects: Basic: -ject (to throw) -port (to carry) -scrip, scribe (to write) -vert, vers (to turn) -pos, pon (to place) -tract (to draw) -pel, pul (to drive) -struct (to build) -grad, gress (to step) -plic, plex (to fold) -flic, flex (to bend) -fic, fac (to make) -miss, mit (to send) -sid, sed (to sit) -spec (to see) -voc (to call) -dict (to say) -rupt (to break) Often combine with: sub- re- pro- ex- ob- per- de- a-; ab- co- con- e- trans- ex- Often end with: -ive -ation; sion -ate -able; ible -or

  12. Common Word Roots for Academic Subjects: Advanced: -cad, -cas,-cid (to fall) -dyna (force; power) -magn (great; large) -quir, -quis (to seek) -gen (race, kind origin) -cham, -cam (vault) -cen (to judge) -doc, -dox (to think) -greg (to flock) -cau (to burn) -ess, -sent (to exist) -close, -clud, -clus (to close) -mand, -mend (to order) -junct (to join) -jur, -jus (to swear) -lith (stone) Often combine with: sub- re- pro- ex- ob- per- de- a-; ab- ne- con- e- trans- ex- Often end with: -ive -ation; sion -ate -able; ible -or -ize -ence, ance -ary

  13. Brainstorming Multiple Meanings Volume: volume of music, volume of a cube, trade volume, volumes in the library, volume control on the remote Degree: college degree; degrees of heat; degrees of an angle; degree of pain

  14. Rule of Thumb New learners need SIX (meaningful) exposures to a new word during the initial lesson and at least THIRTY additional exposures during the ensuing month.

  15. Polysemes: Words whose meanings change from one domain to another Examples: function, property, reaction, origin, tangent, variable, solve, mean, graphic, base, extreme, factor, fact, imaginary, rational, Irrational, determine power, prime, product, multiple, operation, radical, remainder, range, regular, proof, difference, cell, value, area, cube, root, plot, complementary, common, depression, digit, operation, frequency…

  16. Social Studies Math Science English

  17. Vocabulary Connections math/science meaning word conversational meaning: math/science sentence: Visual: conversational sentence:

  18. Morphology Chart

  19. Morphology Chart

  20. Morphology Kit Adverb-making suffix: -ly

  21. How can students benefit from a vocabulary list? Classify Analyze Morph Synthesize Build Students break words down into prefixes, roots, suffixes (Word Study) Students build words into phrases; phrases into simple sentences; simple sentences into complex sentences Students use their words to generate ideas for a writing piece: Purposes: To inform, To entertain, To persuade, To socialize Students think of ways in which the words on their lists can be classified (sorted, arranged, organized) Students manipulate the words into different parts of speech by adding endings

  22. Target Word: Vocabulary Chart: Glossary Definition: Visual: Draw or find a picture: My guess: Definition in my own words: Complete sentence of at least ____words: Must contain an action verb and a visual image.

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