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Section V: Vocabulary

Section V: Vocabulary. Teaching Reading Sourcebook 2 nd edition. Developing Vocabulary. Vocabulary is found in two forms Oral words : This form is understood by students when others speak or read aloud, or when students speak.

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Section V: Vocabulary

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  1. Section V: Vocabulary Teaching Reading Sourcebook 2nd edition

  2. Developing Vocabulary • Vocabulary is found in two forms • Oral words: This form is understood by students when others speak or read aloud, or when students speak. • Print : This form is understood by students when they read or write. • Forms of vocabulary • Receptive: Listening and Reading • Productive: Speaking and Writing

  3. Levels of Word Knowledge • I have never seen or heard the word before. • I’ve seen it or heard the word, but I don’t know what the word means. • I vaguely know the meaning; I can associate it with a concept or context. • I know the word well; I can explain and use it. • Having a general meaning or using word in writing • Having a full and precise meaning

  4. Vocabulary Gap • The gap in vocabulary knowledge begins before children enter school and is, too often, not closed in later years. • The absence of either decoding skills or adequate vocabulary ensures a low level of reading comprehension. • From about third grade on, 95% of students can read more words than they can explain or use. The effect of an early deficit in oral vocabulary becomes magnified.

  5. Vocabulary and Comprehension • The most valuable benefit of vocabulary is the positive contribution vocabulary size has on comprehension. • Once beginning readers decode an unfamiliar word, they must rely on their oral vocabularies to make sense of the word. A deficit in their oral vocabulary impacts their comprehension. • From third grade on, 95% of students can read more words than they can define or explain. The impact of an early deficit in oral vocabulary becomes magnified.

  6. Components of Effective Vocabulary Instruction

  7. Vocabulary Instruction for English- Language Learners (ELLs) • Take advantage of student’s primary language if it shares cognates with English. • Teach the meaning of basic words (words that most English-only students know). • Provide sufficient review and reinforcement. • Reading aloud to students • Teacher directed activities • Listening to audio tapes • Activities to extend word use outside of classroom • Parental involvement

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