Reading to Learn in the Content Area

Chapter 7: Teaching Vocabulary

Presentation by Miss Kristen D. Parks ED 412: Teaching Reading in the Content Area Dr. A Curry/Miss Knighton, Instructors Miles College Fall 2013

Introduction: Voices in the Classroom
“A word is not a crystal, transparent and

unchanged; it is the skin of a living thought and may vary greatly in color and content according to the circumstance and time in which it used.” - Oliver Wendell Holmes

Preparing for Learning: Word Wall Checklist
Purpose: To assess prior knowledge of chapter vocabulary by providing a daily visual aids of terms studied and learned through reading. Instructions: Comprise a list of terms from the chapter. Have students compare their prior knowledge about the terms by marking terms as follows: (+) = much prior knowledge of the term, ( / ) = some prior knowledge, (-) = not much prior knowledge; In the next column, provide evidence of prior knowledge of the terms through other related terms or phrases that connect to the vocabulary words.

Chapter Objectives
• • • • • • • • • • • The Significance of the Vocabulary in the Reading Theory and Research for Vocabulary Development Four Mental Operations for Mastering New Vocabulary Four Guiding Principles for Vocabulary Instruction Various Aspects of Incidental and Intentional Vocabulary Academic and Content-Specific Vocabulary Teaching Strategies to Increase Student Comprehension Research-Based Practices: Strategies and Activities Vocabulary Enrichment Activities Oral Language in Vocabulary Development Tools in Technology and Applications for Vocabulary Development and Enrichment

Assistance in Learning: Context Clue Discovery
Purpose: To improve comprehension by utilizing the word wall checklist to record brief definition with the help of context clues. Instructions: During reading, students will keep their vocabulary list nearby. As they come across terms in the text, have them take note of the sentence in which it is used. Students will create their own short definitions for each term by discussing specific clues. Specific Clues Include: Detailed definitions, signal words, direct explanations, synonyms, antonyms and inferences.

Learning through Reflection: Closed Word Sort
Purpose: To help students categorize vocabulary terms with topic suggestions and word lists from the instructor. In Closed Word Sort, categories are given in advance.

Instructions: Students may work in small groups. They will explain the categories to each other. The entire class will then come to a conclusion of the correct labeling and in what categories the words belong. The teacher will assist students to assure they are going in the right direction.

Students should be allowed to make their own decisions!

Other Teaching Vocabulary Activities
• Preparation: Word Inventories, Graphic Organizers,
Possible Sentences, Semantic Maps

• Assistance: Context Clue Discovery, Structural Analysis,
Vocabulary Podcasts, Vocabulary Lists, Organizational (Jot) Charts, The Dictionary Game

• Reflection: Semantic Feature Analysis, Post-graphic
Organizers, Categorization, Directed Reading-Thinking Activity Vocabulary Search, Vocabulary Study System, FourColumn Organizer for Word Mastery, Vocabulary SelfCollection Strategy, Language Enrichment through Reflection

Conclusion
• Teaching vocabulary and vocabulary strategies will spur Intellectual Growth. • Optimal comprehension and fluency cannot come without a good understanding of words in a text. • Preparation strategies help to build up background knowledge. They also aid in understanding the text and in the raising of word awareness. • Teachers must help students with aids and strategies. • Reconsideration and reflection provide opportunities for students to gain further in-depth vocabulary development. AND…
Increased Vocabulary Knowledge = Enriched Reading Experiences

THE END