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Developing vocabulary
- 1. The Art of Science Learning Developing New Vocabulary
- 2. ! "The limits of my language means the limits of my world." Ludwig Wittgenstein ✍ Vocabulary development is an ongoing process that requires systematic repetition to help students learn (especially in science education). Based on recent research, most teachers tend to just mention the words in class and assigning new vocabulary to be learned, instead of offering more effective vocabulary development strategies.! ! Creating learning experiences that are rich in vocabulary along with visual aids illustrating the meaning of new words in meaningful context is the key for vocabulary development. ! ! Students can retain the vocabulary they find meaningful and useful. Culturally relevant pedagogy, cooperative learning, and technology are ideal ways to engage student in developing new vocabulary.
- 3. Instruction that includes both definitional information and contextual information is likely to be more effective than instruction incorporating only one type of information. ✍ (Mezynski, 1983; Stahl & Fairbanks, 1986) Instruction that includes activating prior knowledge and comparing and contrasting word meanings is likely to be more powerful than simple combinations of contextual information and definitions. (Baumann, Edwards, Bo- land, Olejnik, & Kame’enui, 2003; Beck & McKeown, 1991) ✍ “Text and oral presentations are not just less efficient than pictures for retaining certain types of information; they are way less efficient. If information is presented orally, people remember about 10 percent, tested seventy-two hours after exposure. That figure goes up to 65 percent if you add a picture.” ✍ (John Medina, Brain Rules 2008)
- 4. ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! Using Cognates ! Research shows that language acquisition benefits from cognate awareness. The ability to use cognates in a primary language as a tool for understanding a second language is a fundamental strategy that we need to develop in our English Language Learners. ! Cognates: words that have a similar spelling, pronunciation, and meaning across languages Using Word Parts ! English Spanish organism organismo nutrient nutriente observe observar Knowing the basic components of a word helps on the thinking process for comprehension of new vocabulary. In addition, many words in English and Spanish share the same roots in the Greek and Latin. Teaching common root words and affixes is a great way to empower students for the understanding of new words. ! ! unchangeable unchangeable= Prefix Suffix Root
- 5. ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! Root88Word Meaning Examples Flect Bend,back ReIlect,,reIlection morph Shape,,Form Metamorphic Therm, heat Thermometer,,geothermal, Pre(ixes Meaning Examples Amphi! Both, Amphibian Arthr,,arthro! Joint, arthropod Bio! life Biology,,biography Carn!,,carni! Meat Carnivore Suf(ixes Meaning Examples !graph Write,,draw,,record Telegraph,,biography !logy Study Biology,,geology !meter measure thermometer !scope view Telescope,,microscope !vore Eat, Carnivore,,herbivore RootsPre(ixesSuf(ixesCognates Examples English Spanish Atoms Átomos Division División Aquatic Acuático Galaxy Galaxia
- 6. ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! This document is a sample of the material received by teachers participating in the professional development workshop “The Art of Science Learning” The full version includes a complete list of recommended cognates and affixes organized by objectives and grade levels. ! ! ! Questions or comments about this article, please write to:! ! info@enablinglearning.com! ! For more information about the Workshop “The Art of Science Learning” please visit: ! ! www.enablinglearning.com Phone: +1 800 939 3833 Fax: +1 866 386 2136!