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Reading Strategies Vocabulary


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This is the PowerPoint from my presentation on Chapter 6: building vocabulary.

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Reading Strategies Vocabulary

  1. 1. DEVOTION<br />
  2. 2. Helping readers build vocabulary<br />Anna Gruen -- 3/1/10 -- Reading Strategies<br />
  3. 3. What is Vocabulary?<br />Different vocabularies:<br />Receptive<br />Productive<br />Different meanings:<br />Denotations-- literal<br />Connotations– associations (ex: dictator)<br />
  4. 4. Vocabulary effects Literacy Development…<br />It’s all about comprehension!<br />Vocabulary is the key to understanding more abstract ideas and deeper content within academic disciplines. <br />Effects of socioeconomic class<br />
  5. 5. Example . . .<br />“Although the book of Ecclesiastes entertains death as an alternative to life and nonexistence as even more desirable, that is not Qoheleth’s final conclusion. For life is a gift of God, and man’s responsibility is to get the most out of it. The nihilistic note, therefore, is certainly sounded in Ecclesiastes, but its dissonance is resolved into the more realistic philosophy of pleasure. Death is not the greatest good, even though it is the common lot of all mankind.” (p. 37)<br />
  6. 6. Developing Vocabulary in Content Areas<br />Motivate students to be open to learning words by promoting a respect for language.<br />Create a language-rich environment in which students can learn words through general acquisition.<br />Teach specific words<br />Teach students strategies for learning new words.<br />Use assessment to monitor students’ vocabulary learning<br />
  7. 7. 1. Respect for Language<br />“Having a word in our vocabulary means we can notice something. Each word is a flashlight that illuminates another corner of our experience.” (Patterson, 1984).<br />“Without the word, there is nothing to anchor the experience in consciousness, and nothing to enable one to communicate about it to others.” P. 185<br />
  8. 8. 2. Create a Language-Rich Environment<br />Reading out loud books a little beyond what students can do on their own.<br />Pausing, thinking aloud, elaborating on words. <br />Writing them on the board for visual learners<br />Addressing word play<br />Wall for multiple-meaning words and confusing phrases.<br />
  9. 9. 3. Content-Specific Terms<br />By intermediate grades, vocabulary is given explicit time and attention.<br />Many Basal readers include vocabulary lessons and lists.<br />Three tiers of words:<br />common/daily words (it, the, ball, pencil, think, hungry)<br />Frequent encounters in school (improvement, undoubtedly, control group, infer, biography) <br />Specialized vocabulary terms for a specific content<br />(Secondary dominants, neoclassicism, polytonality) <br /><br />
  10. 10. 4. New Word Strategies<br />Context*ENGLISH ZONE*<br />Semantics– study of meaning<br />Morphology-- common affixes and roots<br />References– dictionary, adults, other resources<br />Memory– mnemonic devices<br />*Teaching strategies is important to facilitate a lifetime of learning for your students!*<br />
  11. 11. Semantics<br />
  12. 12. A Connected Word Web<br />
  13. 13. 5. Assessment<br />Are the strategies and activities helping?<br />Pretest to see what they know<br />Administer the test after the lesson and compare to pretest.<br />
  14. 14. Language Arts Explicit Vocabulary Instruction<br />Word wall<br />???<br />
  15. 15. Concept of Definition map<br />
  16. 16. Semantic Feature Analysis<br />