Vocabulary Development_Upskilling.ppsm (1).pptx

DIVISION UPSKILLING OF SCHOOL HEADS
AND PUBLIC SCHOOLS DISTRICT
SUPERVISORS ON EARLY LANGUAGE
LITERACY AND NUMERACY (ELLN) WITH
FOCUS ON THE SCIENCE OF READING (SOR)

DIVISION UPSKILLING OF SCHOOL HEADS AND PUBLIC SCHOOLS DISTRICT
SUPERVISORS ON EARLY LANGUAGE LITERACY AND NUMERACY (ELLN) WITH FOCUS
ON THE SCIENCE OF READING (SOR)
2
Session 5:
Vocabulary Development
RAY B. ABANILLA, MAEd
Head Teacher II
San Marcial Elementary School

TERMINAL OBJECTIVE
3
At the end of the
session, the participants should be
able to deepen their understanding
of developing vocabulary according
to learner’s level.

ENABLING OBJECTIVES
4
Describe the importance of
vocabulary development;
1
Explain the nature and
principles of vocabulary development
strategies;
Discuss the principles that
underpin the assessment of vocabulary;
3
2

ENABLING OBJECTIVES
5
Identify other tools and
strategies in unlocking of words
and concepts; and
4
Write a work plan
focusing on developing the
vocabulary skills of learners
5

IS THE STATEMENT TRUE OR FALSE?
Red – FALSE
Green – TRUE
This Photo by Unknown Author is licensed under CC BY-NC

1. Communicative approach
does not emphasize vocabulary
building.
The learner gets ample
opportunities and knows the
social meaning of language
Source: (Long and Richards, 2007)

2. A person who wants to learn a
vocabulary will have to learn new
sounds and new structures.
Each language has its own
system of vocabulary, and sound
system of language differs from
language to language depending upon
the culture to which a language belongs.

3. In the teaching of reading,
vocabulary should be
uncontrolled.
Vocabulary should be
kept under control. Vocabulary should
be taught and practiced only in the
context of real situations so that
meaning will be clarified and
reinforced. Source: (Long and Richards, 2007)

4. Most of the strategies practiced in
teaching beginning reading are focusing on
the vocabulary development.
Vocabulary is the smallest unit
learners need to know in order to use the
target language properly. Learners must
attain a certain level of vocabulary knowledge
in order to understand the written and spoken
forms of the target language.
(Source: Ngan-ha, 2007; Deighton, 1971; Kurniawan, 2009; Milton,
2008; Seville, 1976).

5. Vocabulary is the first and
foremost important step in
language development.
In a classroom where students
are not finding themselves comfortable
with L2, language learning can be
made interactive and interesting with
the introduction of appropriate
vocabulary exercises.Source: (Long and Richards, 2007)

6. Teacher Narlyn of El Cielito Central
Elementary School teaches vocabulary items
primarily by translation. She imparts either a
list of words with their translation at the
lesson's beginning or the content's
translation with new terms or glossaries at
the very end.

This is an erroneous practice as it leads to
a state of confusion for the learners. On the
teaching skills of vocabulary items, Frisby
(1957) commented that all the books we use
are based on limited vocabularies. It is
important that teachers know the principles
which underlie vocabulary selection.”
(Source: Frisby (1957)

7. Sir Napoleon lets his students listen to
the word in isolation and a sentence. The
students will hear it correctly with two or
three repetitions if they have mastered
the word sounds.
(Source: (Robert Lado: 121)

Careful listening to the
words may be a good option in teaching
vocabulary items in a heterogenic
classroom. Slow pronunciation without
distortion will help. Breaking the word
into parts and building up to the whole
word will also be helpful.

8. Teacher Susan uses selected and integrated
vocabulary activities. She teaches vocabulary
development depending on the learners’ ability, level of
understanding, and interest. Moreover, Teacher Susan
enriches the vocabulary bank of her pupils on a gradual
basis. As a result, her students have shown keen
interest and enthusiasm in finding, learning, and
understanding new work. Is Teacher Susan an effective
teacher in developing the vocabulary of students?

Although, there is no
surefire remedy or method to enhance
vocabulary in a day or two but
vocabulary activities can be integrated
upon the ability and level of
understanding and interest of learners.

II. Analysis
1. Which of the statements/situations were aligned
with your schema about vocabulary development?
Why do you say so?
2. Did you need clarification with your answers from
the activity? How did you manage to arrive at the
correct answer?
3. If you were to give one principle or characteristic
that a teacher has to consider in teaching vocabulary,
what is it, and why is it essential?

III. Abstraction
LATIN MEDIEVAL LATIN
vocabulum vocabularius
ENGLISH
vocabulary
vocable
th
A. Etymology of

Defining Vocabulary
A vocabulary is a set of
familiar words within a person’s
language. It is developed with
age. It serves useful and
fundamental tool for
communication and acquiring
knowledge.

Defining Vocabulary
The term ‘vocabulary’ is defined as
'the body of words used in a particular
language'. It is also called ‘wordstock’,
‘lexicon’, and ‘lexis’. Vocabulary consists
of the words we understand when we
hear or read them and words we speak or
write.

2k-3k
words
a year
Students add these words a
year to their reading vocabularies.
This means that they learn from six
to eight new words each day—an
enormous achievement.
Source: Promoting Vocabulary Development:
Components of Effective Vocabulary Instruction,
Texas Reading Initiative (2000)
THINK ABOUT THIS…

The Importance of Vocabulary
Source: (Heibert and Kamil, 2007)
Beginning
readers use their
oral vocabulary
to make sense of
the words they
see in print.
Knowing words
and language
usage are basic
to success in
school and in
society.
Word
empowerment
enables
individuals to
speak, read, and
write with
confidence and
effectiveness.
A large
vocabulary is an
asset to readers;
those who know
many words are
more likely to
comprehend what
they read.

The vocabulary size is a
strong predictor of reading
comprehension.
(Source: (Heibert and Kamil, 2007)
The fact is…

D. Vocabulary Learning
Most of the strategies
practiced are usually
focusing on the vocabulary
learning because it is the
smallest unit learners need
to know to use the target
language properly
(Ngan-ha, 2007; Deighton, 1971;
Kurniawan, 2009; Milton, 2008;
Seville, 1976).
Learners must attain a
certain level of vocabulary
knowledge in order to
understand the written
and spoken forms of the
target language
(Ngan-ha, 2007).
Vocabulary is ‘the core
component of all the
language skills’. Thus
failure to gain an
adequate vocabulary
can give negative
consequences to
communication,
(Long and Richards,
2007).

5,000 -
10,000
words
The number of
vocabulary learners know
when they enter
Kindergarten.
Source: (Quick & Essay, 2020)
THINK ABOUT THIS…

Directions: Match
the principles with
the description.

D.1 Vocabulary Teaching and Learning Principles
• Selecting appropriate words is the most
important principle in teaching and
learning vocabulary.
Principle 1: Select
Appropriate Words
• Vocabulary acquisition will be more effective
when a particular word is learned based on
several aspects, (Kieran A. File, 2000).
Principle 2:
Focus on Different
Aspects of Words

• Learners should not be expected to use new
words in activities that require them to know
every aspect of the words, (Barcroft, 2004).
Principle 3: Progress from
Less Demanding to More
Demanding Vocabulary-
related Activities
• Teachers should limit the explanation of
meaning of the new words to just the basic
meaning, as to avoid confusion and
misunderstanding from learners of the new
language.
Principle 4: Limit Forced
Semantic Elaboration
during the Initial Stages
of Learning New Words

• Vocabulary teaching and learning should be
interesting and enjoyable as to keep motivation
high while encouraging students to develop
strategies that they can continue to use once they
leave the classroom.
Principle 5:
Encourage Interest
among Students
during Learning
Process
• Vocabulary can be taught better
through the use of contextual cues.
Principle 6:
Accommodate Use
of Contextual Cues

• A dictionary is one of the important
references in learning new words,
especially for new learners.
Principle 7: Expose
Learners to the Use
of Dictionary
• The more frequently language learners are
exposed to a particular vocabulary, the
more likely they are to remember it.
Principle 8: Exercise
Repetition by
Introducing Words
Frequently inside the
Module

• Mayer and Wittrock state (as cited in
Hogben, 1996), the more effectively the
to-be-learned material is elaborated during
acquisition, the more readily it will be
recalled by the learners.
Principle 9: Promote
Deliberate Vocabulary
Acquisition
• Instead of just sticking to the conventional teaching methods
like reading textbook, referring to a dictionary for meaning
or memorizing new words, teachers could use their
imagination to encourage learners to learn new words in
different types of activities.
Principle 10: Expose
Learners with Exercises
and Activities Other
than Memorizing Words

50,000
words
The number of
vocabulary students know
when they graduate high
school.
Source: (Quick & Essay, 2020)
THINK ABOUT THIS…

E. Reading Assessment
Which skill should we assess?
What should we assess?

Isolate skills in reading
assessment
Divide reading proficiency roughly into:
⮲Language Comprehension
⮲Word Recognition
(Scarborough, 2001)

F. Vocabulary Development Strategies
f.1. Rebus
f.6. Identifying or
using context clues
f.3. Word
Pyramid
f.4. Word
Hunt
f.2.1 Root words
f.2.2 Prefix or suffix
f.2. Morphology/
Word Part Clues
f.5. C-Blending
Race
f.7. Graphic
Organizers

F.1 Rebus Rhymes
A representation of words
in the form of pictures or symbols,
often presented as a puzzle.

Hickory Dickory Dock
The ________ ran up the _______
The _______ struck ______ and ______ he ran
Hickory, dickory dock
The ________ looked at the _______
The _________ struck _______ and away she flew
Rebus 1

The ran up the clock
The struck and he ran
The looked at the
The struck and away she flew
Rebus 1
The mouse ran up the clock
The clock struck one and down he ran
The bird looked at the clock
The clock struck two and away she flew

To the Market
To the market mother goes.
To buy some big, brown _____________.
Yellow _______ and green ________.
Leafy _________ and fresh __________ .
Long __________ and round ______________.
Juicy __________ and bitter ______________ .
Rebus 2

To the Market
To the market mother goes
To buy some big, brown .
Yellow and green .
Leafy and fresh .
Long and round .
Juicy and bitter
.
Rebus 2
To the Market
To the market mother goes.
To buy some big, brown potatoes.
Yellow mango and green mango.
Leafy kangkong and fresh pechay.
Long beans and round
watermelon.
Juicy orange and bitter ampalaya.

I Like School
I like to go to school .
I ride the _______ to _______ .
My _______ helps me at ________ .
I sit at my _________ at ____________ .
I like my _____________ to read ____________.
I like to __________ at ________ .
I have ___________ at _____________ .
It is fun to _____________ at ___________ .
Rebus 3

I Like School
I like to go to school .
I ride the to .
My helps me at .
I sit at my at .
I like my to read
.
I like to at .
I have at .
It is fun to at .
Rebus 3
I Like School
I like to go to school.
I ride the bus to school.
My teacher helps me at school.
I sit at my desk at school.
I like my teacher to read books.
I like to write at school.
I have crayons at school.
It is fun to draw at school.

F.2 Using Morphology/Word Part Clues
Morpheme...
is the name for meaningful word parts that readers
can identify and put together to determine the meaning
of unfamiliar word. Knowledge of morphemes and
morphology, or word structure plays a valuable role in
word learning from context.

Morphology…
is the study of word formation, including the
origin and function of inflections, or changes made
to words to show such things as tense, case or
number.
Examples:
look – looks, looked, looking
sad – sadly, sadness
Using Morphology/Word Part Clues

Morphology/Word Part Clues
Prefixes
Prefixes meaning English Words
un unfinished
co copilot
in, im, il, ir Illegal, immoral, inconsiderate,
irresponsible
dis disappear
en enclose
micro microscope
post posttest
A presence of a prefix requires a reader to attend to it immediately. Prefixes tend
to be spelled consistently and have a clear lexical meaning, which makes prefix
instruction and learning straightforward and useful.

Prefixes
Prefixes meaning English Words
un not unfinished
co with copilot
In, im, il, ir not, without Illegal, immoral, inconsiderate,
irresponsible
dis not disappear
en put into enclose
micro small microscope
post after posttest
A presence of a prefix requires a reader to attend to it immediately.
Prefixes tend to be spelled consistently and have a clear lexical meaning, which
makes prefix instruction and learning straightforward and useful.

Suffixes
Suffix Meaning English Words
able, ible portable, legible
ac, ic cardiac., aquatic,
itious/icious delicious, ambitious,
eer, er, or mountaineer, teacher, advisor
ism socialism, commercialism
ist dentist, realist
tic, fic terrific, fantastic
ful hopeful, useful
holic shopaholic
The most frequently occurring suffixes in English are
inflectional endings.

Suffixes
Suffix Meaning English Words
able, ible capable of portable, legible
ac, ic like, pertaining to cardiac., aquatic,
itious/icious full of delicious, ambitious,
eer, er, or person who mountaineer, teacher, advisor
ism A distinctive doctrine, cause, or theory progressivism, behaviorism
ist doer dentist, realist
tic, fic making, doing terrific, fantastic
ful full of hopeful, useful
holic love, addiction alcoholic
The most frequently occurring suffixes in English are inflectional endings.

Suffixes
The suffix -ly changes an adjective into an adverb.
Adverb = Adjective + Suffix
badly bad + ly
smooth smooth + ly
loud loud + ly
friend friend + ly
world world + ly
love love + ly
wrong wrong + ly
world world + ly
patient patient + ly
promptly prompt + ly

F.3 Word Pyramid
This is a fun and challenging puzzle that usually starts with
a word at the base of the pyramid. The next word will be
one letter shorter than the base until the topmost letter/s
is/are left. The words must create an anagram of the
existing letters.
A N
A N T
A
I N
I N K
I

Word Pyramid 1
A R M Y T I M E
Word Pyramid

Word Pyramid 1
A M
A R M
A R M
A
Y
I T
T I E
T I M
I
E
Word Pyramid

Word Pyramid 2
Word Pyramid
N A K A T A Y O

Word Pyramid 2
A Y
K A Y
A K A Y
A A K A Y
N A K A Y A
A
Word Pyramid
N A K A T A Y
N A K A T A Y
O

Word Pyramid 3
Word Pyramid
S A L I T A N

Word Pyramid 3
A L
A L I
S A L I
S A L I T
S A L I T A
A
Word Pyramid
S A L I T A N

L I G A M E N T S
Word Pyramid 4
Word Pyramid

A T
A T E
M A T E
M E A N T
L A M E N T
M A N T L E S
A I L M E N T S
L I G A M E N T S
Word Pyramid 4
Word Pyramid

Word Pyramid
Activity 1
In 5 minutes…..
* Form groups of five.
* Make a pyramid of your own.

Word Pyramid 5
New Year
Chinese New Year
during Chinese New Year
envelopes during Chinese New Year
lucky envelopes during Chinese New Year
get lucky envelopes during Chinese New Year
kids get lucky envelopes during Chinese New Year
and kids get lucky envelopes during Chinese New Year
Adults and kids get lucky envelopes during Chinese New Year
Year
Word Pyramid

F.4 Word Hunt
This is a vocabulary building activity
that will allow learners to develop thinking
skills. From the given long word, the
students are going to form as many
shorter words according to the letters
available.

Word Hunt
• Procedure:
– Give a fairly long word printed on a manila paper.
– Make sure that the word contains 2 to 3 vowels.
– Give a signal when the player has to write down as
many words according to the letters available in the
given word.
– It may be best to allow young children to use proper
names, plurals or verb ending in “s” since they still have
limited vocabulary.

Word Hunt 1
leader
lad
red
eel
read
dare
dear
ear
lead
deal
led
are deer

In 5 minutes…..
Hunt as many words as you can in the
word…
TEACHER
Word Hunt

Word Hunt 2
teacher
tear
tea
teach
chat reach
rat react
rate
act heat cheer
hat ache cheat
cat tree crate
her
create
care
car

F.5 IDENTIFYING OR USING CONTEXT CLUES
Context clues are hints found within a
sentence, paragraph, or passage that a
reader can use to understand the meanings
of new or unfamiliar words.

F.5.1. DEFINITION / DESCRIPTION CLUE
Examples:
a. His emaciation, that is, his skeleton-like
appearance, was frightening to see.
“Skeleton-like appearance” is the definition of
“emaciation.”
b. Fluoroscopy, examination with a fluoroscope,
has become a common practice.
The commas before and after “examination
with a fluoroscope” point out the definition of
“fluoroscopy.”

F.5.2. EXAMPLE CLUES
Examples:
a. Piscatorial creatures, such as flounder,
salmon, and trout, live in the coldest parts of the
ocean.
“Piscatorial” obviously refers to fish.
b. Celestial bodies, including the sun, moon,
and stars, have fascinated man through the
centuries.

F.5.3. SYNONYM RESTATEMENT CLUE
Examples:
a. Flooded with spotlights – the focus of all
attention – the new Ms. Pagadian began her year-long
reign. She was the cynosure of all eyes for the rest of
the evening.
“Cynosure” means “the focus of all attention.”
b. The mountain pass was a tortuous road,
winding and twisting like a snake around the trees of
the mountainside.
“Tortuous” means “winding and twisting.”

F.5.4. CONTRAST / ANTONYM CLUE
Examples:
a. When the light brightens, the pupils of the eyes
contract; however, when it grows darker, they dilate.
“Dilate” means the opposite of “contract.”
b. The children were as different as day and night. He
was a lively conversationalist, but she was reserved
and taciturn.
“Taciturn” means the opposite of a “lively
conversationalist.”

F.5.5. MOOD / TONE CLUE
Examples:
a. The lugubrious wails of the gypsies matched the
dreary whistling of the wind in the all but-
deserted cemetery.
“Lugubrious,” which means “sorrowful,” fits
into the mood set by the words “wails,” “dreary,” and
“deserted cemetery.”

F.5.6. EXPERIENCE CLUE
Examples:
a. During those first bewildering weeks, the thoughts of a
college freshman drift back to high school where he
was “in,” knew everyone, and felt at home. A feeling of
nostalgia sweeps over him.
b. She walked away from her closet and quickly slipped a
jersey over her head. She smoothed it into place over
her hips, added a belt, glanced at the mirror, and left
for work.

F.5.7. ANALYSIS OR STRUCTURE CLUE
Examples:
a. The story is incredible.
The root cred means “to believe,’ and the prefix in
means “not.” Therefore, if a story is incredible, it is
unbelievable.
b. The somnambulist had to be locked in his bedroom
at night for his own safety.
If a reader knows the meaning of ambular (walk)
and somn (sleep) and sees the sentence, the reader may
realize that a “somnambulist” is a sleepwalker.

F.5.8. INFERENCE CLUE
Examples:
a. She told her friend, “I’m through with blind
dates forever. What a dull evening! I was
bored every minute. The conversation was
absolutely vapid.”
“Vapid” means “uninteresting.”

F.5.9. CAUSE AND EFFECT CLUE
Examples:
a. She wanted to impress all her dinner guests
with the food she served, so she carefully
studied the necessary culinary arts.
“Culinary” means “food preparation.”

F.5 C-Blending
Race
This is a vocabulary
building activity that allows
learners to think and increase
word attack skills.

F.6 Graphic Organizer
⚫is an instructional tool used to illustrate a prior knowledge about
the topic.
Examples
a. Word Web
b. Cause and Effect
c. Chain of Events d.
Outline
e. Main Idea and Supporting Details f. Sequence & Cycles
g. Story Organizer h.
ABC Chart

Word Web
woman
she
cook
storyteller
guide
Graphic Organizer 1

Cause and Effect
CAUSE/hinugdan EFFECT/ resulta/epekto
Wala magtuon. Wala makapasar.
Si papa nagtrabaho ug tarong.
Gikapoy siya
pagkagabii.
The books in the school were
washed out by the flood.
The
children do not have
books to read.
Graphic Organizer 2

Chain of Events
Title of the Story
Event 1 Event 2 Event 3
Graphic Organizer 3

Graphic Organizer 4
Outline
Title
Beginning
_______________
_______________
_______________
_______________
_______________
Middle
_______________
_______________
_______________
_______________
_______________
Ending
_______________
_______________
_______________
_______________
_______________

Graphic Organizer 5
Main Idea & Supporting Details
Title
Supporting Details
_______________
_______________
_______________
_______________
Supporting Details
_______________
_______________
_______________
_______________
Supporting Details
_______________
_______________
_______________
_______________
Paragraph 1
Main Idea
Paragraph 2
Main Idea
Paragraph 3
Main Idea

Sequence & Cycles
Graphic Organizer 6

Graphic Organizer 7
Semantic Mapping

Graphic Organizer 8
Directions: Complete the chart by writing down nouns that
start with the given letters.
A N
B O
C P
D Q
E R
F S
G T
H U
I V
J W
K X
L Y
M Z
Chart

Activity
Directions: In your group, create a vocabulary
building example for the following graphic organizers:
Group 1 – Chain of Events
Group 2 – Outline
Group 3 - Main Idea and Supporting Details
Group 4 - Sequence and Cycles
Group 5 – Semantic Mapping

Frayer Model
The Frayer Model is a graphic organizer for
building student vocabulary. This technique
requires students to define target vocabulary and
apply their knowledge by giving its definition,
generating examples and non-examples,
providing characteristics, and/or drawing a
picture to illustrate the meaning of the word.
It was first developed by Dorothy Frayer.
Graphic Organizer 9

Activity
Directions: In your group, create a vocabulary
building example using a Frayer Model for the
following concepts:
Group 1 – Oral Language
Group 2 – Phonemic Awareness
Group 3 – Phonics
Group 4 – Fluency
Group 5 – Comprehension

1.Lucid
2.Vociferous
3.Impudent
4.Cryptic
5.Impeccable
Directions: Vote with your fingers to indicate how
much you know about the key vocabulary. Use the
Vocabulary High Five Rating Scale.
6.Lethargic
7.Xenophobia
8.Benign
9.Bivouac
10.Lacquer
G. INFORMAL ASSESSMENT

Metacognitive Awareness
Inventory on Vocabulary
Development
LET’S DO THIS.

LET’S KNOW YOUR SCORES
“TRUE” = 1 point
“FALSE” = 0 point

SUM IT UP
1-3
4-6
7-9
10-12
13-15
16-18
19-21
22-24

1-3 – Declarative Knowledge
4-6 – Procedural Knowledge
7-9 – Conditional Knowledge
10-12 – Planning
13-15 – Comprehension Monitoring
16-18 – Information Management Strategies
19-21 – Debugging Strategies
22-24 – Evaluation

H. MARZANO'S SIX STEPS TO EFFECTIVE VOCABULARY
INSTRUCTION
Academic vocabulary is the vocabulary
critical to understanding the concepts being
taught in class. Marzano (2005) stresses that
in all subject areas explicit vocabulary
instruction is necessary and outlines a six step
process that can help students learn critical
subject specific vocabulary.

INSTRUCTION
Step One:
The teacher gives a friendly, informal description, explanation
or example of the new vocabulary term.
• Provide students with information about the vocabulary
term.
• Create pictures or use video and computer images as a
source of information.
• Describe your own mental picture of the word.
• Use current events and other media to connect the term to
something familiar.
• Have students share what they already know and use this
knowledge as a foundation for more learning
(Marzano, R.J. & Pickering, D.J. Building Academic Vocabulary, 2005)

INSTRUCTION
Step Two:
Students give a description, explanation or example of the new
term in his/her own words.
• Students record their explanation
• Remind students to not copy and only use their own words.
• Monitor to determine if any confusion still exists and correct
misunderstandings with further explanation and example

INSTRUCTION
Step Three:
Students create a non linguistic representation of the
word.
• Provide students with non linguistic methods to record the
vocabulary term
• Students can work in pairs or groups to create a non
linguistic representation e.g. picture, symbol, cartoon,
dramatization or play pictionary, charades, etc.
• Have students record their visuals and share their ideas.
• Continue to identify and clear up any misunderstandings
about the new terms if necessary

INSTRUCTION
Step Four:
Students engage in activities to deepen their knowledge of the
new word.
• Have students list related words.
• Highlight any prefixes and suffixes that will help them
remember the word.
• Identify antonyms and synonyms.
• Discuss similarities and differences of two terms.
• Compare how the vocabulary term is used across subject
areas and discuss and note any common confusions.
• Have students record this information

INSTRUCTION
Step Five:
Students discuss the new word with one another.
• Students think, pair and share their ideas by comparing
explanations, describing and explaining drawings and
discussing any new information they have learned, etc.
• Students can make revisions to their own work and add to
their vocabulary explanation and visual if necessary.
• Continue to identify and clear up any misunderstandings
about the new terms if necessary

INSTRUCTION
Step Six:
Students play games to reinforce and review new vocabulary.
• Develop deep understanding of academic vocabulary terms by engaging
students in weekly review activities. For example students can play
taboo, dominoes, wordo, pictionary, charades, word sorts, bingo,
crosswords, hangman, card games, etc. (Contact the NBSS for
powerpoint templates of games).
• Have students create and play their own vocabulary games and
activities.
• After activities students can continue to make corrections, additions
and changes to their explanation and visual.

Conclusion
An efficient language teacher can use selected
vocabulary activities or can use integrated activities.
All these depend upon the ability, level of
understanding, and interest of the learners. There is
no sure fire remedy or method to enhance vocabulary
in a day or two. A student's vocabulary bank can be
enriched on a gradual basis and one should always
show keen interest and enthusiasm in finding,
learning and understanding new words.

Thank You!
Do you have any questions?
Please message me at
ray.abanilla@deped.gov.ph
Ray Abanilla Ray Abanilla @rayabanilla3

IV. Application
Directions: Make a workplan on vocabulary development
applying the type of reading approaches for learners listed below.
Provide the objective/s of the workplan.
a. Developmental (an approach given to leaners performing
according to what is expected in the grade level)
b. Functional / Enrichment (a reading approach in the content
areas, i.e., special math, campus journalism, science…)
c. Remediation (an approach for learners below grade level
expectations)
d. Recreatory (an approach for pleasure, extensive reading)
e. Enhancement (an approach for advanced learners or
learners’ reading proficiency is a grade level higher)

Making a learner a reader is a
shared responsibility.

Vocabulary Development_Upskilling.ppsm (1).pptx

Vocabulary Development_Upskilling.ppsm (1).pptx

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Vocabulary Development_Upskilling.ppsm (1).pptx