Week 2 Readings 1
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Feb 20, 2024
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Teaching Reading Sourcebook, pp. 407-418
What are the four components of an effective vocabulary program?
1. Wide or extensive independent reading to expand word knowledge.
2. Instruction in specific words to enhance comprehension of texts containing those words.
3. Instruction in independent word-learning strategies. 4. Word consciousness and wordplay activities to motivate and enhance learning. Define the following terms:
Oral Vocabulary
The set of words for which students know the meaning of when others speak or read them aloud or talk to others. Print Vocabulary The set of words that students know the meaning of when they are read or written silently.
Receptive Vocabulary The set of words to which a student can assign some meaning when listening or reading.
Productive Vocabulary The set of words students use frequently when they speak and write.
Four levels of word knowledge are:
1. Have/has never seen or heard the word before
2. Have/has seen or heard the word before, but don’t know what it means.
3. Vaguely knows the meaning of the word; can associate the word with a concept or context.
4. Know the word well and can explain it and use it.
Describe the link between vocabulary and comprehension.
Vocabulary allows readers to understand and comprehend a text. If students do not know what a word means they cannot understand the text. To comprehend a text, students must have fluent decoding skills and average or greater vocabulary knowledge. Once a student can decode a word, their oral vocabulary starts to make sense of the word in the context and print that it is in. Word recognition is a very important factor in reading comprehension.
What is meant by word consciousness? Word consciousness is when students are aware of words and are interested in words. Word consciousness
can be developed at all times and in many ways such as word play, encouraging adapt diction, and through research on words histories and their origins.
Teaching Reading Sourcebook, Chapter 11, pp. 419-486
Describe each tier of vocabulary: Description
Example Words
Tier One
Consist of basic words that rarely require instruction in school.
The, daddy, and, food, night, some, walk, etc Tier Two
These occur frequently in language, are central to comprehension, and are understood by most mature language users. These words are the best candidates for explicit instruction.
Murmer, splendid, balcony, abrupt, etc
Tier Three
Low-frequency “specialized” words that are often limited to specific fields, domains of knowledge, or content areas such as science or social studies. These are taught as they arise. Shoal, mycelium, mitochondria,
pipette, etc What considerations should you keep in mind for English Language Learners? English language learners may need to be taught basic and tier-one words through explicit instruction. These words can be both function words and content words. When giving instruction to ELL’s, teachers should include the word’s concreteness, cognate status, depth of the meaning, and utility.
What is the Text Talk: Read Aloud Method of teaching vocabulary?
This method of teaching vocabulary was created by Beck and McKeown. The project captured the benefits of teacher read-alouds. The text-talk has two main goals, they are to enhance comprehension through intersped open questions and to enhance vocabulary development. Once the story is read, the vocabulary is discussed in full. What are the steps/strategies in introducing a target word? (hint see pages 437-442)
Contextualize the word
: Context of the story provides a familiar situation within which to introduce the word.
Say the word:
Create a phonological representation of the word.
Give a student-friendly explanation:
Explain the word’s meaning in everyday language (clear and accessible language).
Provide a different context:
Show how the word can be used in a different context from the story.
Engage actively with the word:
Provide playful opportunities for students to interact with the word and process its meanings. Two ways to engage students with the word is using activities such as “finish the word” and “choices”. Say the word again:
Reinforce the word’s meaning and phonological representation. What is the Meaning Vocabulary: Direct Explanation Method? This method of teaching vocabulary was created by Biemiller and Boote. The method is used for increasing vocabulary acquisition in students who are not reading independently yet, need a boost, and have limited or restricted oral vocabulary. What are function words? Function words are what alerts a reader or speaker of the structure of a sentence; they are words that have syntactic function. Function words include articles (a, an, the), conjunctions (and, but, or), helping verbs (been, should, will), prepositions (in, on, over), and pronouns (he, she, we). Look through page 467-486 at the strategies. List two that you would like to use.
1.
Concept picture sort (lesson model for word relationships): provides primary students with an opportunity to classify and categorize and add new information to their existing store of word knowledge. This model provides a common frame of reference, read-alouds make a good beginning for concept sorts. The sample lesson can be adapted and used to enhance contextualized vocabulary instruction in any reading/content program.
2.
Keyword method (lesson model for word-meaning recall): this mnemonic method shows to be effective with students who have learning difficulties and students at risk for educational failure. The method allows students to remember the meanings of vocabulary words. This method can lead to major improvement in students’ recall of new vocabulary words. This model can be adapted and used in any reading/content program
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