This document discusses strategies for developing student vocabulary. It explains that vocabulary affects literacy development and comprehension. There are different types of vocabulary like receptive and productive vocabulary. It recommends creating a language-rich environment by reading aloud, discussing words, and displaying words on walls. Teachers should explicitly teach both general vocabulary and content-specific terms. Students should be taught strategies for learning new words like using context and morphology. Assessment is important to check if vocabulary instruction is effective.

1. DEVOTION

2. Helping readers build vocabularyAnna Gruen -- 3/1/10 -- Reading Strategies

3. What is Vocabulary?Different vocabularies:ReceptiveProductiveDifferent meanings:Denotations-- literalConnotations– associations (ex: dictator)

4. Vocabulary effects Literacy Development…It’s all about comprehension!Vocabulary is the key to understanding more abstract ideas and deeper content within academic disciplines. Effects of socioeconomic class

5. Example . . .“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)

6. Developing Vocabulary in Content AreasMotivate students to be open to learning words by promoting a respect for language.Create a language-rich environment in which students can learn words through general acquisition.Teach specific wordsTeach students strategies for learning new words.Use assessment to monitor students’ vocabulary learning

7. 1. Respect for Language“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).“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

8. 2. Create a Language-Rich EnvironmentReading out loud books a little beyond what students can do on their own.Pausing, thinking aloud, elaborating on words. Writing them on the board for visual learnersAddressing word playWall for multiple-meaning words and confusing phrases.

9. 3. Content-Specific TermsBy intermediate grades, vocabulary is given explicit time and attention.Many Basal readers include vocabulary lessons and lists.Three tiers of words:common/daily words (it, the, ball, pencil, think, hungry)Frequent encounters in school (improvement, undoubtedly, control group, infer, biography) Specialized vocabulary terms for a specific content(Secondary dominants, neoclassicism, polytonality) http://www.funbrain.com/scramble/index.html

10. 4. New Word StrategiesContext*ENGLISH ZONE*Semantics– study of meaningMorphology-- common affixes and rootsReferences– dictionary, adults, other resourcesMemory– mnemonic devices*Teaching strategies is important to facilitate a lifetime of learning for your students!*

11. Semantics

12. A Connected Word Web

13. 5. AssessmentAre the strategies and activities helping?Pretest to see what they knowAdminister the test after the lesson and compare to pretest.

14. Language Arts Explicit Vocabulary InstructionWord wall???

15. Concept of Definition map

16. Semantic Feature Analysis