EDUC_669_Young Adult Literacy Project_Vocabulary Activities
docx
keyboard_arrow_up
School
Liberty University *
*We aren’t endorsed by this school
Course
669
Subject
Linguistics
Date
Feb 20, 2024
Type
docx
Pages
5
Uploaded by ConstableLeopardMaster1760
1
VOCABULARY ASSIGNMENT
Young Adult Literacy Project: Literacy Activities Shellie Harris
School of Education, Liberty University
In partial fulfillment of EDUC 880
2
VOCABULARY ASSIGNMENT
Vocabulary Activity 1
Vocabulary proficiency is a prerequisite through which all reading, listening, speaking and writing can be sustained (
Toy & Buyukkarci, 2020). Accordingly, students are able to use English moderately when receiving and conveying messages even if they are not proficient in grammar knowledge. However, they are less likely to struggle when using certain vocabulary during communication. Research suggests vocabulary as being a key component for meaningful communication and understanding general topics in audio and oral passages (
Toy & Buyukkarci,
2020). The traditional way of teaching vocabulary typically consisted of teachers assigning a vocabulary list to students and students are expected to rewrite the words in the list or memorize them. That method of teaching is no longer an attractive to teach students of the 21
st
century. Since technology is an essential part of students’ daily lives, teachers need to incorporate more of
it to peak students’ interest. One of the technologies used for teaching vocabulary is a study tool called Quizlet. Quizlet is a known tool used by teachers in comparison with traditional vocabulary teaching and learning routines which is typically teacher centered. Teachers can integrate Quizlet for teaching vocabulary and individual strategies for students’ to be successful in learning vocabulary. Toy & Buyukkarci (2020) emphasized that teaching vocabulary should be formatted in a student-
centered approach involving diversity of teaching strategies. Quizlet is a platform that offers several features for students to learn vocabulary. They may play games, compete against classmates, or quiz themselves to check for accuracy. Quizlet is a study tool that I use often to help my students learn the vocabulary. By using Quizlet, I have found that students learn the vocabulary more easily compared to just reading it in the text. Then when students read the text after playing Quizlet, they have a better understanding of the vocabulary and its’ context.
3
VOCABULARY ASSIGNMENT
Vocabulary Activity 2
With the increase in English Language Learners (ELL), learning science in another language can be a difficult feat. ELLs face the challenge of learning science while trying to comprehend and participate in the discourse of science (Williams et al., 2019). As such, science teachers must be creative in providing experiences that will facilitate the development of ELLs’ literacy skills to do and engage science learning (Williams et al., 2019). While Spanish speaking
students will struggle learning science vocabulary. They do have advantages over other ELL students. Spanish and English share a Latin-based heritage which means there are some words that mean the same English and Spanish. This is referred to Cognates; cognates share similarities
is spelling and meaning and pronunciation (Williams et al., 2019). Moreover, research supports cognate instruction in the growth of academic vocabulary among that Spanish-speaking ELLs (Williams et al., 2019). One of the ways this instruction can be implemented is by using Frayer’s graphic organizers (GO). In one study, Frayer’s GO was adapted so that ELLs can learn core ideas similar to instruction connected to their Spanish language to English (Williams et al., 2019). It would allow
students to make connections to science vocabulary, affixes, and expressions of their conceptual understanding all in a graphic format. The GO was designed to focus students’ learning key elements of the content, provide a frame to connect science words to the native language through
cognate instruction, provide various ways of representing their conceptual understanding and to interpret and communicate claims emerging from the science activity (Williams et al., 2019). Cognates proved to be an effective way connect emerging science vocabulary to ELLs’ native language. Since my ELL population is primarily Spanish-speaking, I am definitely going to use this strategy when teaching science vocabulary.
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
4
VOCABULARY ASSIGNMENT
Vocabulary Activity 3
Vocabulary knowledge closely mirrors the breadth of a person’s real-world and vicarious experiences in learning from context (
Ilter, 2019). Therefore, people’s vocabulary knowledge is attributed to their experiences, it is best for the content of a curriculum to model these experiences. One aspect vocabulary attribute to experience is by phonological awareness (
Ilter, 2019). Phonological awareness contributes to word identification skills and the ability to understand the meaning of a vast range of words shown in a myriad of textual context (
Ilter, 2019). Students who are well versed in vocabulary have a better understanding to those that have a limited range of vocabulary. According to Ilter (2019), vocabulary knowledge is vital in connecting to a text and the comprehending what was read. Learning to use context clues when coming across unknown words can help struggling readers understand the content more effectively. Research showed students made significant gains in their vocabulary knowledge using context clues (Ilter 2019). This was measured comparing pre and post-test data. The desired outcome for using context clues is to increase the ability for students to learn new words and to understand their meaning. This strategy will also help students increase their proficiency in learning from context in small amount of time (Ilter 2019). While reading the Hot Zone with my students and we come to words that they do not know, I direct them to find the context clues in the sentence. I found that providing direct instruction for them to look for context clues gives them a better understanding of the words.
5
VOCABULARY ASSIGNMENT
References
Ilter, Ii. (2019). The Efficacy of Context Clue Strategy Instruction on Middle Grades Students’ Vocabulary Development. RMLE Online: Research in Middle Level Education, 42(1), 1–15.
Toy, F., & Buyukkarci, K. (2020). EFL Teachers’ Perceptions about the Effect of Quizlet on Vocabulary
Teaching. I-Manager's Journal on English Language Teaching, 10(4), 55-70. http://dx.doi.org/10.26634/jelt.10.4.17229
Williams, R. T., Pringle, R. M., & Kilgore, K. L. (2019). A Practitioner’s Inquiry into Vocabulary Building Strategies for Native Spanish Speaking ELLs in Inquiry-Based Science. Research in Science Education, 49(4), 989–1000. https://doi.org/10.1007/s11165-019-9848-6