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[RELO] Teaching Vocabulary
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Presented by English Language Fellow Ryan Brux.

Presented by English Language Fellow Ryan Brux.

Published in Education , Technology
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  • 1. Guiding Questions What is vocabulary?  Why should I teach vocabulary? How do I choose words to teach?  What are some effective vocabulary teaching strategies? What are some activities that support vocabulary learning?
  • 2. Vocabulary VOCABULARY: Words or multiword units that have a common meaning.
  • 3. Types of vocabulary Hence, moreover Photosynthesis He takes on the challenge. Test tomorrow! Time to hit the books. I’m feeling really beat. I need some java!  ‘She passed away.’ (instead of ‘she died’) microwave, human http://esl.fis.edu/learners/advice/vocab_types.htm
  • 4. Effective Vocabulary Teaching takes place in a language & print rich environment makes explicit the meanings of unfamiliar words and concepts that are essential for understanding text makes explicit independent word-learning strategies nurtures and promotes a word-consciousness culture an understanding of, and interest in, words, how they are used, and their importance to learning and communicating. Explicit (Def.) – Stated clearly and in detail http://www.learningplace.com.au/deliver/content.asp?pid=50028
  • 5. Look familiar?
  • 6. Useful Expressions
  • 7. What words do I choose to teach???
  • 8. 4 levels of word knowledge • 1. I never saw it before. • 2. I’ve heard of it, but I don’t know what it means. • 3. I recognize it in context – it has something to do with… • 4. I know it! Dale and O’Rourke (1986)
  • 9. Choosing Which Words to Teach
  • 10. Create A Word Splash – Go to www.wordle.net/create. Insert your text into the box. Click submit. Your WordSplash is created! Larger words indicate words that are used more frequently throughout the text.
  • 11. Word Tiers (Beck & Mckeuen) Tier 1 •Basic (Simple) •Concrete •Appear commonly in spoken (oral) language Baby Jump Clock Tier 2 •Abstract Consistent •Academic •Occurring frequently in Expectation written language, the workplace, and in everyday Obvious life Tier 3 •Content specific •Occurring mainly in academic texts; not occurring frequently in everyday life Photosynthesis Trapezoid geosystems Focus Instruction on Tier 2 Words
  • 12. ----Your Turn---Read the following short passage. Identify some Tier 1, Tier 2, and Tier 3 words Lima is the capital and the largest city of Peru. It is located in the valleys of the Chillón, Rímac and Lurín rivers, in the central coastal part of the country, overlooking the Pacific Ocean. Together with the seaport of Callao, it forms a contiguous urban area known as the Lima Metropolitan Area. With a population approaching 9 million, Lima is the most populous metropolitan area of Peru, and the fifth largest city in the Americas. http://en.wikipedia.org/wiki/Lima
  • 13. How Did You Do? Tier 1 Tier 2 Tier 3 Capital City Valley River Country Americas Central Coastal Contiguous Urban Metropolitan Population populous seaport Explicitly teach these words.
  • 14. Cognates Many Spanish and English words have Latin or Greek roots and the same meaning; these words are called cognates. Hmmmm…..This word looks like a word in my language.
  • 15. tráfico traffic balcón balcony mapa map
  • 16. BE AWARE of FALSE COGNATES!!!
  • 17. For a great list of English/Spanish Cognates… www.spanishcognates.org
  • 18. http://teamingrocks.files.wordpress.com/2011/01/picture-3.png
  • 19. Chocolate A sweet substance, usually brown in color, produced from the cacao plant. “I have loved chocolate for as long as I can remember. I love how it melts in my mouth and makes me feel so happy.”
  • 20. Vocabulary Journals Students create a personal reference Select how it will be organized •Alphabetical •Subject Specific •General/Technical •Social/Academic
  • 21. Word Experts Each student is assigned 2-5 words from a new unit or chapter. Each ‘Word Expert’ constructs a card (definition, part of speech, illustration) Students take responsibility for learning these words – and teaching them to their peers. Students exchange cards with their peers.
  • 22. Three Questions (Wolters, 2010) Help students understand words on a deeper level by asking them to answer three questions: • What is it? • What is it like? • What are some examples?
  • 23. Morphology: Putting the Pieces Together
  • 24. Some observations about words and their structure: 1. Some words can be divided into parts which still have meaning (bookshelf = book + shelf) 2. Many words have meaning by themselves. But some words have meaning only when used with other words (unloved = un + love + ed) 3. Some of the parts into which words can be divided can stand alone as words (lovely) But others cannot (lovely) 4. These word-parts that can occur only in combination must be combined in the correct way (lovely not lylove) 5. Languages create new words systematically http://www.mathcs.duq.edu/~packer/Courses/Psy598/Ling-Morphology.pdf
  • 25. Nouns Verbs Adjectives Dog Play Big Eat baby Prepositions Articles Conjunctions In On Of The but Prefixes & Suffixes -s (plural) Un- (not) ‘s (possessive) Dis- (not) -er (comparative) Pre- (before) -est (superlative) -en (made of) -s (present) Latin & Greek roots -ed (past) Audi -en (past part.) Auto -ing (present part.) Graph
  • 26. Compound Words Earache = ear + ache (2 morphemes) Def: a pain in the ear
  • 27. Most Frequently Used Affixes Prefixes Prefix Suffixes Meaning Suffix Meaning Dis- Not, opposite of -ed Past tense verbs In-, im-, il-, ir- not -ing Present participle Re- again -ly Characteristic of Un- not -s, -es More than one Over- over -er, -or One who En-, Em- Cause to -en Made of Mis- wrongly -able, -ible Can be done Inter- Between, among -ion, -tion, -ation Act or process Pre- before -ity, -ty State of Sub- under -ic Having characteristics of The four most frequent prefixes and suffixes (bolded) account for 97 percent of prefixed and suffixed words in printed school English.
  • 28. Wooden (2 morphemes) Wood + en (made of) Definition: Made of wood The wooden rocking horse was one of the best Christmas presents he could remember.
  • 29. Reheated (3 morphemes) Re + heat + ed (again) (past tense) Definition: to have heated again After Sue came home late for dinner, Mom reheated her plate of food in the microwave.
  • 30. Unlikable (3 morphemes) Un + like + able (Not) (can be done) Definition: ________________________ His reputation for being a bully made him very unlikable.
  • 31. Unlikable (3 morphemes) Un + like + able (Not) (can be done) Definition: Not able to be liked His reputation for being a bully made him very unlikable.
  • 32. Challenge: antidisestablishmentarianism anti + dis + establish + ment (against) (not) (to set up) (act of doing something) + arian + ism (believer) (the belief in) Let’s find the meaning one step at a time…
  • 33. establish - to set up, put in place, or institute dis-establish - to end the established status of a body, in particular a church disestablish-ment - the separation of church and state anti-disestablishment - opposition to separation of church and state antidisestablishment-arian – one who is opposed to the separation of church and state. antidisestablishmentarian-ism - the movement or ideology that opposes the separation of church and state.
  • 34. Sounds Latin to Me! Many words (English and Spanish) are derived from Latin or Greek. By knowing what some of these terms are, you can figure out the meaning of words.
  • 35. Common Latin & Greek Roots Latin Roots Root Greek Roots Meaning Root Meaning Audi Hear Auto Self Dict Speak Bio Life Port Carry Graph Written or drawn Rupt Break Hydro Water Scrib/Script Write Meter Measure Spect See Ology Study of Struct Build Photo Light Tract Pull, drag Scope See Vis See Tele Distant The four most frequent prefixes and suffixes (bolded) account for 97 percent of prefixed and suffixed words in printed school English.
  • 36. Morphology Morph + (o)logy Definition: Study of a word’s form or structure
  • 37. Autobiography Auto + bio + graph + y Definition: An account of a person’s life, written by that person.
  • 38. Portable Port + able Definition: ___________________________________
  • 39. Portable Port + able Definition: able to be carried or moved
  • 40. 8-12 times The number of times that a student needs to encounter a word for them to ‘know’ the word. When students see a word repeatedly, they gather more information about that word how it is used, etc.) Knowing a Word: It’s all about seeing it. Using it.
  • 41. Project and Activity-Based Learning  Using vocabulary from a unit on “personal information” to create a walking gallery of portraits of famous people  Using vocabulary from a unit on technology to write newspaper editorials on Cyber Bullying
  • 42. Games • Hand out pre-printed Bingo grids • Students fill out the unit’s vocabulary words in any pattern on their papers (practice writing/spelling) • Instead of saying the word, pantomime, show, draw, or give a verbal description (synonym) ***More Student-Centered: Have individual students describe the vocabulary word (practice in describing, using synonyms)
  • 43. Photo Scavenger: Fun With Vocabulary  a yellow banana  a fast-moving river  a village resident  a white cloud  a beautiful flower  a tall tree  a 4-legged animal  an old bridge  a dirt road  a green plant  an example of deforestation  a relaxing place • X
  • 44. Extensive Reading
  • 45. References and Resources 5 Great Vocabulary Graphic Organizer (VVWA, Frayer…more!) • http://voices.yahoo.com/5-best-vocabulary-graphicorganizers-11449572.html?cat=4 Cognates • http://www.colorincolorado.org/pdfs/articles/cognates.pdf • www.spanishcognates.org Suffixes and Prefixes • http://teacher.scholastic.com/reading/bestpractices/vocab ulary/pdf/prefixes_suffixes.pdf Latin and Greek Roots • http://www.asdk12.org/middlelink/LA/vocabulary/forms/G reek_Latin_Roots.pdf
  • 46. Ryan Brux – English Language Fellow, Tarapoto, Peru ryanbrux@gmail.com