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WHY TEACH VOCABULARY?
ë What is vocabulary?
O 2 owledge of words
O Mea i g of words
WHY IT·S IMPORTANT TO TEACH
VOCABULARY?
ï ACADEMIC SUCCESS
ë A Ma o, V Ma , M Thomes 2006
ë Words make the lear i g process easier for
childre
ë less vocabulary = less comprehe sio

ë Researchers have fou d that:


O Π of huma teachi g a d lear i g is meditated
through la guage
O Words k owledge of primary school ca predict
stude ts readi g a d comprehe sio success i high
school (Cy thia a d Drew Joh so )
2 ´THE RICH GET RICHER AND THE POOR
GET POORERµ
ë " #
r PROBLEM SOLVING
ë Marlow Ediger, Œ:
O Words i flue ce self-talk
O Express feeli gs
O Thi k clearly
 RAISE SELF-ESTEEM

ë I crease academic
a d social co fide ce
· CAPTURE IDEAS AND MA2E THEM REAL
ë Talk
ë Write

ë Si g

ë I ve t
6 REFLECTS OUR FEELING AND VALUES
ë Thoughts
ë Wishes

ë Beliefs

________________________________________
ë Fi ally, researchers have ·t bee able to fi d the
upper limit of huma capacity to lear 
O (Ediger, Œ)
WHAT·S THE MOST SUCCESSFUL
INSTRUCTIONAL STRATEGY?
TEACHING STRATEGIES
ë Childre lear vocabulary i two mai ways:
ï) i directly 2) through i structio

O How to facilitate i direct lear i g of vocabulary?


ë Read Alouds & Readi g
ë Usi g same vocabulary words i differe t activities

ë Co versatio

ë ´Put that awayµ

ë ´Put the crayo s back o the blue shelf i the art ce treµ

O Vocabulary by I structio :
ë Word walls
ë Sema tic Trees

ë Vocabulary Visit
·-ï0 MINUTE WORD GAMES
ë Sy o yms & a to yms
O Groups of -·
O Teacher writes word o board
O Teams write as ma y sy o yms (a d the a to ym)
as possible i o e mi ute³for table poi ts

ë Give A Clue
O Choose 2 stude ts to compete at fro t of room
O Write secret word o board BEHIND them
O Rest of childre give o e word clues for that secret
word without givi g away a y part of the word
·-ï0 MINUTE WORD GAMES CON«
ë Mi d Reader
O Childre write ï-· o paper / mi i whiteboard
O Give · broad to arrowi g clues for the word
O Childre make a guess after each clue

ë Word Scave ger Hu t


O Give a ´hu ti g ruleµ² e g ´u ³µ words
O Brai storm together: u safe, u likely, u do
O They look for words i ewspapers, textbooks,
writi g, sig s, corridors, books, wherever they ca
thi k of
O How ma y ca they fi d i ï0 mi utes?
GAMES TO PURCHASE
ë Blurt
ë Apples to Apples Ju ior

ë Outburst Ju ior

ë Taboo
ISSUES / CONCERNS
ë Asseli , M (2002):
! 
   

O Able to defi e the word


O Ca recog ie a d use it i multiple co texts, a d
uses k owledge of the word i combi atio with
other types of k owledge to co struct mea i g
ISSUES / CONCERNS
ëBiemiller, A (200r):
O
 
    

O Œ,000 root words acquired by the e d of eleme tary years
O 00-Œ00 root words per year
O 2 2 words per day from age ï through a d ~2  words per
day from age Œ to ï2

O Grade 2 i highest quartile had a vocabulary sie: ~7,ï00


root words
ë Acquiri g r root words per day si ce ï years old
O Grade 2 lowest quartile had a vocabulary sie: ~r,000 root
words
ë Acquiri g ~ï root word a day
ë Do ot ´catch upµ

ë r · or  root words per day to catch up with the average


lear er i ·-6 years
ISSUES / CONCERNS
ë Coy e, M D , McCoach, D B , Loftus, S , Zipoli, R , & 2app, S
(200Œ):
O          

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ë Goal: i troduce stude ts to as ma y ew words as possible
time efficie t - mi imal i structio al
time/exposures
mi imal disruptio - stude ts ot actively e gaged
mea i gful a d withi co text - limited to partial k owledge

 $"%& )"'*m&$ ( $&


ë Goal: help stude ts develop sufficie t depth of word
k owledge to support comprehe sio
maximum i structio al time/ - time required
exposures
word co scious ess/ - choosi g which words to teach
metali guistic aware ess
ISSUES / CONCERNS
ëNatio , P (200r):
(  $&* (! m&$ ( 
 '
- ot readily tra sfer to commu icative use
- small proportio of the vocabulary k owledge
- ot i a commu icative co text does ot result
i much lear i g a d does ot help later
vocabulary use i commu icative co texts

co u ctio with opportu ities for lear i g


through commu icative use will provide a rich
a d reaso ably i te sive lear i g e viro me t
for a positive effect o comprehe sio
ISSUES / CONCERNS
ë Maso , B , & 2rashe , S (200):
Ê
         
$ ( +# $ $&
O Story-o ly group (ï· mi utes)
O Story-plus study group ( · mi utes)
ISSUES / CONCERNS
ëScott, J A , Jamieso -Noel, D , & Asseli , M
(200r):
O       
  
ISSUES / CONCERNS
O Activities i volvi g literacy occupy ·ï · of school
time
O 6 of school time was devoted to the developme t of
vocabulary i la guage arts;  if vocabulary
i structio taught i isolatio is added
O ï  was devoted to academic discipli e-based
vocabulary i social studies, scie ce, math, or art
O Most i structio i volved me tio i g a d assig i g
rather tha actual teachi g