Here are some examples of suffixes changing adjectives into adverbs:
badly = bad + ly
smoothly = smooth + ly
loudly = loud + ly
friendly = friend + ly
worldly = world + ly
lovingly = love + ly
The suffix -ly changes an adjective into an adverb.
The document provides an overview of the science of reading from the perspective of brain development and functioning. It discusses that:
1. Reading requires explicitly teaching the connections between sounds and letters since reading is not a natural process, unlike speaking. The reading brain must be developed through instruction.
2. Three key areas in the brain are involved in reading: the phonological processor for speech, orthographic processor for vision, and the phonological assembly region that connects them.
3. The simple view of reading model illustrates how decoding, language comprehension, and background knowledge interact for reading comprehension.
4. Effective reading instruction includes teaching phonological awareness, systematic phonics, fluency, vocabulary, and comprehension through explicit
Fluency is key to the transition between decoding words and comprehending text. It has three components: accuracy, rate, and prosody. Accurate and automatic word recognition allows readers to focus on comprehension. Factors that influence fluency include comprehension, automatic word recognition, decoding speed and accuracy, metacognition, vocabulary, and motivation.
The document discusses various strategies for teaching writing, including using mentor texts, sentence starters, demonstration, color coding, integrating vocabulary, peer conferencing, rubrics, and incentives. It also outlines the writing process of generating ideas, developing and organizing, and revising and editing. Specific strategies like rapid writing, webbing and mapping, and reorganizing ideas are presented. References are provided for additional information.
This document outlines steps for effective classroom-based assessment. It discusses the differences between norm-referenced and criterion-referenced testing, and provides practical steps for test construction, including establishing clear objectives, drafting test items, revising the test, and utilizing feedback. Alternatives to testing like portfolios, journals, observations and conferences are also presented. The document emphasizes making assessments positive experiences that promote learning through strategies like establishing face validity, designing authentic tasks, and providing washback to students. It stresses scrutinizing alternatives to maximize their practicality, reliability and validity.
The effect of retelling story in teaching speaking of second grade in vocatio...Okta Veza
This document summarizes a study on the effect of retelling stories to improve speaking skills among second grade students at a vocational school in Batam, Indonesia. The study involved 60 students divided into an experimental and control group. Both groups were given pre- and post-tests to measure their speaking skills before and after the experimental group received lessons involving retelling short stories. The results found that retelling stories had a significant positive effect on students' speaking abilities, as measured by improvements in pronunciation, fluency, and vocabulary from the pre- to post-test.
The document provides an overview of the Jolly Phonics literacy program. It describes the program's comprehensive approach to teaching reading and writing skills in a fun, multi-sensory way. Key elements include teaching the 42 letter sounds, letter formation, blending, segmenting words into sounds, and tricky words. It also highlights the program's range of materials like sound books, word boxes, and decodable readers to support literacy development from ages 5-7. Research shows Jolly Phonics improved students' reading skills by 11 months above expectations for their age.
Teaching Reading to English Language Learners Laura Araujo
This document discusses strategies for teaching reading to English language learners. It covers the key components of reading: decoding, vocabulary, comprehension, and fluency. For decoding, it recommends explicitly teaching consonant blends, vowel combinations, spelling patterns, prefixes, suffixes, and sight words using activities like cloze passages and word sorting. Developing vocabulary involves teaching word roots and using flashcards, word maps, and games. Comprehension strategies include determining main ideas and details, summarizing, rereading, using prior knowledge, and analyzing point of view. The document advocates balancing top-down and bottom-up instruction using both whole texts and focused skills practice. It emphasizes starting instruction from what students already know to build their reading
The document discusses reading strategies and techniques for teaching reading. It provides assumptions about the nature of reading, including that readers need to understand some words to understand meaning and construct meaning from both bottom-up and top-down processes. It also outlines guidelines for beginning reading instruction, including starting with letters and their sounds before names. Various reading tasks and activities are proposed, such as pre-reading questions, summarizing, and representing the context through drawings or diagrams. Characteristics of efficient and inefficient reading are contrasted.
The document provides an overview of the science of reading from the perspective of brain development and functioning. It discusses that:
1. Reading requires explicitly teaching the connections between sounds and letters since reading is not a natural process, unlike speaking. The reading brain must be developed through instruction.
2. Three key areas in the brain are involved in reading: the phonological processor for speech, orthographic processor for vision, and the phonological assembly region that connects them.
3. The simple view of reading model illustrates how decoding, language comprehension, and background knowledge interact for reading comprehension.
4. Effective reading instruction includes teaching phonological awareness, systematic phonics, fluency, vocabulary, and comprehension through explicit
Fluency is key to the transition between decoding words and comprehending text. It has three components: accuracy, rate, and prosody. Accurate and automatic word recognition allows readers to focus on comprehension. Factors that influence fluency include comprehension, automatic word recognition, decoding speed and accuracy, metacognition, vocabulary, and motivation.
The document discusses various strategies for teaching writing, including using mentor texts, sentence starters, demonstration, color coding, integrating vocabulary, peer conferencing, rubrics, and incentives. It also outlines the writing process of generating ideas, developing and organizing, and revising and editing. Specific strategies like rapid writing, webbing and mapping, and reorganizing ideas are presented. References are provided for additional information.
This document outlines steps for effective classroom-based assessment. It discusses the differences between norm-referenced and criterion-referenced testing, and provides practical steps for test construction, including establishing clear objectives, drafting test items, revising the test, and utilizing feedback. Alternatives to testing like portfolios, journals, observations and conferences are also presented. The document emphasizes making assessments positive experiences that promote learning through strategies like establishing face validity, designing authentic tasks, and providing washback to students. It stresses scrutinizing alternatives to maximize their practicality, reliability and validity.
The effect of retelling story in teaching speaking of second grade in vocatio...Okta Veza
This document summarizes a study on the effect of retelling stories to improve speaking skills among second grade students at a vocational school in Batam, Indonesia. The study involved 60 students divided into an experimental and control group. Both groups were given pre- and post-tests to measure their speaking skills before and after the experimental group received lessons involving retelling short stories. The results found that retelling stories had a significant positive effect on students' speaking abilities, as measured by improvements in pronunciation, fluency, and vocabulary from the pre- to post-test.
The document provides an overview of the Jolly Phonics literacy program. It describes the program's comprehensive approach to teaching reading and writing skills in a fun, multi-sensory way. Key elements include teaching the 42 letter sounds, letter formation, blending, segmenting words into sounds, and tricky words. It also highlights the program's range of materials like sound books, word boxes, and decodable readers to support literacy development from ages 5-7. Research shows Jolly Phonics improved students' reading skills by 11 months above expectations for their age.
Teaching Reading to English Language Learners Laura Araujo
This document discusses strategies for teaching reading to English language learners. It covers the key components of reading: decoding, vocabulary, comprehension, and fluency. For decoding, it recommends explicitly teaching consonant blends, vowel combinations, spelling patterns, prefixes, suffixes, and sight words using activities like cloze passages and word sorting. Developing vocabulary involves teaching word roots and using flashcards, word maps, and games. Comprehension strategies include determining main ideas and details, summarizing, rereading, using prior knowledge, and analyzing point of view. The document advocates balancing top-down and bottom-up instruction using both whole texts and focused skills practice. It emphasizes starting instruction from what students already know to build their reading
The document discusses reading strategies and techniques for teaching reading. It provides assumptions about the nature of reading, including that readers need to understand some words to understand meaning and construct meaning from both bottom-up and top-down processes. It also outlines guidelines for beginning reading instruction, including starting with letters and their sounds before names. Various reading tasks and activities are proposed, such as pre-reading questions, summarizing, and representing the context through drawings or diagrams. Characteristics of efficient and inefficient reading are contrasted.
The document discusses the importance of reading fluency and strategies to build fluency. It defines fluent reading as the coordinated process of word recognition and comprehension. Several strategies are recommended to enhance fluency, including echo reading, cloze reading, partner reading, and repeated readings. Regular progress monitoring is also suggested to assess growth in fluency over time.
A presentation about different types of assessment tools that can be use in assessing language. There are also some meaningful insights about language test and language assessment
Somehow, information are substantial. we just have one reference but somehow helpful. Thanks! Comments for any questions and suggestions for future references.
This document provides guidance on teaching grammar to young learners in a child-friendly way. It discusses that grammar is necessary to express precise meanings, is closely tied to vocabulary, and can be taught through meaningful conversations without explicit labels. The typical development stages of an English-speaking child's language are outlined from 6 weeks to 10 years. Effective techniques for teaching grammar to young learners include noticing new language with puppets, structuring activities like information gaps, and proceduralizing through description and dictogloss activities. Specific techniques recommended are using humor and stories, songs, rhymes, poems, and total physical response.
The document discusses promoting reading among students and provides principles and strategies for teaching reading. It recommends encouraging students to read often and extensively for pleasure and language improvement. Some suggested activities include establishing a classroom library, book clubs, scanning exercises, and having students respond to content rather than just focusing on construction. The document also analyzes the sequence of a sample reading lesson.
This document discusses principles for organizing content in language teaching syllabi. It outlines four main principles: focus, select, subdivide, and sequence. For focus, a syllabus chooses an area like grammar, language functions, or skills to emphasize. For select, it limits the target language to specific teachable aspects. For subdivide, it breaks down selected content into smaller units. For sequence, it determines the order units will be presented in, such as from simple to complex forms. The document also discusses criteria for selecting and sequencing content like learner needs, frequency, and psycholinguistic considerations. It notes the challenges of applying research on language acquisition to syllabus design.
This document summarizes key concepts in reading instruction and literacy. It outlines 5 stages of reading development, approaches to reading like bottom-up and top-down, principles of effective reading instruction including strategy instruction, grouping students, and building positive attitudes. It emphasizes the importance of balanced instruction, consistent structure, appropriate texts, word study, independent reading, writing, small group sizes, and coordinating intervention with classroom instruction.
Fluency & Comprehension Professional Development Workshop Liz Sims
The document discusses reading fluency and comprehension. It defines fluency as reading accurately, automatically, and with prosody. Developing fluency is important for comprehension. Challenges for students include decoding speed/accuracy and lack of practice. Evidence-based practices to teach fluency are discussed, including repeated reading, paired reading, and modeling prosody. Assessment tools mentioned are DIBELS and MFS. The goal is for students to read fluently and comprehend text.
Word recognition refers to the ability to identify, read, and understand the meaning of words. It is a foundational reading skill that involves recognizing printed symbols and associating meaning with words. There are several strategies for developing word recognition skills, including using word families, phonics analysis, looking at word structure, and considering context clues. Mastering word recognition is important for struggling readers as it allows them to focus on comprehension rather than decoding individual words.
This document discusses teaching speaking skills in a language classroom. It introduces the objectives of developing students' speaking competence, fluency, accuracy and complexity. Chapter 1 discusses theories of second language acquisition like comprehensible output hypothesis. It also outlines the key areas of speaking competence - phonological skills, speech function skills, interaction management skills and extended discourse organization skills. Chapter 2 focuses on developing fluency through tasks. Chapter 3 introduces an informed pedagogical model for developing accuracy in speaking. The overall goal of language learning is to communicate in fluent and accurate language.
U fhp 2012-13-l3-sla-handout 1-2 - inconnu(e)blessedkkr
This document discusses various concepts related to theories and models in linguistics, including second language acquisition. It defines theory, model, hypothesis, and construct. It then examines several theories of second language acquisition such as behaviorism, mentalism, the Monitor Theory, Universal Grammar, and sociocultural theories originating from Vygotsky. Key constructs from these theories are discussed such as the acquisition-learning hypothesis, natural order hypothesis, input hypothesis, affective filter hypothesis, principles and parameters of Universal Grammar, mediation, regulation, internalization, the zone of proximal development, and scaffolding.
The document discusses reading fluency, which involves reading quickly, accurately, and with expression. It is important for comprehension. The document recommends guided repeated reading with feedback to develop fluency. Teachers should assess fluency regularly to monitor progress and determine if students need additional support or can move to more advanced texts. Adaptations may help students with special needs.
This document discusses areas of research in second language reading including bottom-up and top-down processing approaches, the role of schema theory and background knowledge, teaching strategic reading, extensive reading, reading fluency, the focus on vocabulary, and the role of affect and culture. It also covers genres of written language, characteristics of written texts, macro- and micro-reading skills, strategies for reading comprehension, types of classroom reading performance, principles for teaching reading skills, and assessing reading ability.
1.3 tests of grammar and vocabulary: workshop CTS-AcademicSeltAcademy
The workshop covered why grammar and vocabulary are important to test, how they relate to beliefs about language learning and curricular specifications, different types of grammar and vocabulary test items, and considerations for writing effective test items. Key points included that testing grammar and vocabulary can encourage learning, diagnose weaknesses, and be tested directly unlike skills. Links between testing and beliefs, curriculum, and positive effects on learning were also discussed. Examples of test item types for both grammar and vocabulary were provided along with potential problems to avoid.
This document discusses the importance of phonemic awareness, phonology, and fluency for reading instruction. It notes that children with spoken language delays are at risk for literacy problems, and early language factors can predict reading outcomes. Specific variables like sentence imitation, letter identification, and phonological awareness can identify 88% of children at risk of reading problems. The document also discusses phonological processing skills, phonological awareness, and the role of speech language pathologists in assessing and providing intervention in these areas to support reading.
The document provides recommendations for assessing reading and writing skills. It discusses indirect and direct writing assessments, as well as free writing and guided writing. Guidelines are presented for developing writing prompts, using rubrics to evaluate responses, and providing students with feedback. Both holistic and analytical marking approaches are examined, along with their advantages and disadvantages. Finally, ten tips are outlined to help ensure reliable and valid writing assessments.
The document discusses the stages of reading development from emergent literacy to advanced reading. It describes the key characteristics of each stage, including how children develop phonemic awareness, knowledge of the alphabetic system, decoding and encoding skills, fluency and comprehension. The corresponding stages of spelling development are also addressed at each reading stage. Suggested instructional approaches that support reading at each level are provided.
This document discusses reading fluency and strategies to improve it. It defines fluency as reading with speed, accuracy and proper expression. The essentials of fluent reading are accuracy, modeling expressive oral reading, repeated reading of authentic texts, assisted reading, focusing on phrased reading and creating synergistic routines. Strategies mentioned include repeated reading, reading support, leveled texts, silent reading and monitoring progress through timed reading. The history of reading fluency instruction is also summarized from the 1800s to present. Tips for developing fluency in emergent, beginning and fluent readers as well as ELL students are provided. Recommended instructional techniques include choral reading, partner reading, repeated reading, echo reading and
This document discusses developing reading fluency. It defines fluency as reading text quickly and accurately, providing a bridge between word recognition and comprehension. Factors that can impede fluency include round-robin reading and overemphasis on phonics. Strategies to improve fluency include repeated reading, teacher read-alouds, independent reading, and daily writing practice. Specific strategies described are repeated reading with a partner, one-on-one tutoring, choral reading, and reader's theater activities. The conclusion emphasizes building vocabulary and providing a fluent role model.
This document provides an overview of dyslexia, including definitions, causes from a neurological perspective, and strategies to help those with dyslexia improve their reading abilities. Key points include: dyslexia is caused by abnormalities in brain development impacting phonological and visual processing; it has genetic components and can be identified by difficulties with phonological decoding, irregular word recognition, and brain activation patterns; teaching phonics, phonemic awareness, and multisensory techniques can help dyslexic readers improve.
This document provides an overview of effective vocabulary instruction strategies for teachers. It discusses the importance of vocabulary and recommends using both direct instruction methods like the six-steps of vocabulary instruction as well as teaching vocabulary in context. The document emphasizes that building vocabulary takes time and should start in early grades. It also dispels common misconceptions and provides research-based best practices for vocabulary instruction, such as using multiple instructional methods, sequencing related texts, and promoting word consciousness.
This document provides strategies and resources for teachers to help middle and high school students build their vocabularies. It begins by emphasizing the importance of vocabulary for reading comprehension and discusses how direct vocabulary instruction is needed but often lacking. It then outlines four effective practices for vocabulary instruction: developing word awareness through word play, providing explicit instruction to build vocabulary, teaching strategies for independence, and engaging students with a variety of texts. The document proceeds to describe and provide examples of 12 specific vocabulary-building strategies supported by research, including STAR, frontloading, semantic feature analysis, word sorts, and vocabulary notebooks. It concludes by listing additional resources for teachers.
The document discusses the importance of reading fluency and strategies to build fluency. It defines fluent reading as the coordinated process of word recognition and comprehension. Several strategies are recommended to enhance fluency, including echo reading, cloze reading, partner reading, and repeated readings. Regular progress monitoring is also suggested to assess growth in fluency over time.
A presentation about different types of assessment tools that can be use in assessing language. There are also some meaningful insights about language test and language assessment
Somehow, information are substantial. we just have one reference but somehow helpful. Thanks! Comments for any questions and suggestions for future references.
This document provides guidance on teaching grammar to young learners in a child-friendly way. It discusses that grammar is necessary to express precise meanings, is closely tied to vocabulary, and can be taught through meaningful conversations without explicit labels. The typical development stages of an English-speaking child's language are outlined from 6 weeks to 10 years. Effective techniques for teaching grammar to young learners include noticing new language with puppets, structuring activities like information gaps, and proceduralizing through description and dictogloss activities. Specific techniques recommended are using humor and stories, songs, rhymes, poems, and total physical response.
The document discusses promoting reading among students and provides principles and strategies for teaching reading. It recommends encouraging students to read often and extensively for pleasure and language improvement. Some suggested activities include establishing a classroom library, book clubs, scanning exercises, and having students respond to content rather than just focusing on construction. The document also analyzes the sequence of a sample reading lesson.
This document discusses principles for organizing content in language teaching syllabi. It outlines four main principles: focus, select, subdivide, and sequence. For focus, a syllabus chooses an area like grammar, language functions, or skills to emphasize. For select, it limits the target language to specific teachable aspects. For subdivide, it breaks down selected content into smaller units. For sequence, it determines the order units will be presented in, such as from simple to complex forms. The document also discusses criteria for selecting and sequencing content like learner needs, frequency, and psycholinguistic considerations. It notes the challenges of applying research on language acquisition to syllabus design.
This document summarizes key concepts in reading instruction and literacy. It outlines 5 stages of reading development, approaches to reading like bottom-up and top-down, principles of effective reading instruction including strategy instruction, grouping students, and building positive attitudes. It emphasizes the importance of balanced instruction, consistent structure, appropriate texts, word study, independent reading, writing, small group sizes, and coordinating intervention with classroom instruction.
Fluency & Comprehension Professional Development Workshop Liz Sims
The document discusses reading fluency and comprehension. It defines fluency as reading accurately, automatically, and with prosody. Developing fluency is important for comprehension. Challenges for students include decoding speed/accuracy and lack of practice. Evidence-based practices to teach fluency are discussed, including repeated reading, paired reading, and modeling prosody. Assessment tools mentioned are DIBELS and MFS. The goal is for students to read fluently and comprehend text.
Word recognition refers to the ability to identify, read, and understand the meaning of words. It is a foundational reading skill that involves recognizing printed symbols and associating meaning with words. There are several strategies for developing word recognition skills, including using word families, phonics analysis, looking at word structure, and considering context clues. Mastering word recognition is important for struggling readers as it allows them to focus on comprehension rather than decoding individual words.
This document discusses teaching speaking skills in a language classroom. It introduces the objectives of developing students' speaking competence, fluency, accuracy and complexity. Chapter 1 discusses theories of second language acquisition like comprehensible output hypothesis. It also outlines the key areas of speaking competence - phonological skills, speech function skills, interaction management skills and extended discourse organization skills. Chapter 2 focuses on developing fluency through tasks. Chapter 3 introduces an informed pedagogical model for developing accuracy in speaking. The overall goal of language learning is to communicate in fluent and accurate language.
U fhp 2012-13-l3-sla-handout 1-2 - inconnu(e)blessedkkr
This document discusses various concepts related to theories and models in linguistics, including second language acquisition. It defines theory, model, hypothesis, and construct. It then examines several theories of second language acquisition such as behaviorism, mentalism, the Monitor Theory, Universal Grammar, and sociocultural theories originating from Vygotsky. Key constructs from these theories are discussed such as the acquisition-learning hypothesis, natural order hypothesis, input hypothesis, affective filter hypothesis, principles and parameters of Universal Grammar, mediation, regulation, internalization, the zone of proximal development, and scaffolding.
The document discusses reading fluency, which involves reading quickly, accurately, and with expression. It is important for comprehension. The document recommends guided repeated reading with feedback to develop fluency. Teachers should assess fluency regularly to monitor progress and determine if students need additional support or can move to more advanced texts. Adaptations may help students with special needs.
This document discusses areas of research in second language reading including bottom-up and top-down processing approaches, the role of schema theory and background knowledge, teaching strategic reading, extensive reading, reading fluency, the focus on vocabulary, and the role of affect and culture. It also covers genres of written language, characteristics of written texts, macro- and micro-reading skills, strategies for reading comprehension, types of classroom reading performance, principles for teaching reading skills, and assessing reading ability.
1.3 tests of grammar and vocabulary: workshop CTS-AcademicSeltAcademy
The workshop covered why grammar and vocabulary are important to test, how they relate to beliefs about language learning and curricular specifications, different types of grammar and vocabulary test items, and considerations for writing effective test items. Key points included that testing grammar and vocabulary can encourage learning, diagnose weaknesses, and be tested directly unlike skills. Links between testing and beliefs, curriculum, and positive effects on learning were also discussed. Examples of test item types for both grammar and vocabulary were provided along with potential problems to avoid.
This document discusses the importance of phonemic awareness, phonology, and fluency for reading instruction. It notes that children with spoken language delays are at risk for literacy problems, and early language factors can predict reading outcomes. Specific variables like sentence imitation, letter identification, and phonological awareness can identify 88% of children at risk of reading problems. The document also discusses phonological processing skills, phonological awareness, and the role of speech language pathologists in assessing and providing intervention in these areas to support reading.
The document provides recommendations for assessing reading and writing skills. It discusses indirect and direct writing assessments, as well as free writing and guided writing. Guidelines are presented for developing writing prompts, using rubrics to evaluate responses, and providing students with feedback. Both holistic and analytical marking approaches are examined, along with their advantages and disadvantages. Finally, ten tips are outlined to help ensure reliable and valid writing assessments.
The document discusses the stages of reading development from emergent literacy to advanced reading. It describes the key characteristics of each stage, including how children develop phonemic awareness, knowledge of the alphabetic system, decoding and encoding skills, fluency and comprehension. The corresponding stages of spelling development are also addressed at each reading stage. Suggested instructional approaches that support reading at each level are provided.
This document discusses reading fluency and strategies to improve it. It defines fluency as reading with speed, accuracy and proper expression. The essentials of fluent reading are accuracy, modeling expressive oral reading, repeated reading of authentic texts, assisted reading, focusing on phrased reading and creating synergistic routines. Strategies mentioned include repeated reading, reading support, leveled texts, silent reading and monitoring progress through timed reading. The history of reading fluency instruction is also summarized from the 1800s to present. Tips for developing fluency in emergent, beginning and fluent readers as well as ELL students are provided. Recommended instructional techniques include choral reading, partner reading, repeated reading, echo reading and
This document discusses developing reading fluency. It defines fluency as reading text quickly and accurately, providing a bridge between word recognition and comprehension. Factors that can impede fluency include round-robin reading and overemphasis on phonics. Strategies to improve fluency include repeated reading, teacher read-alouds, independent reading, and daily writing practice. Specific strategies described are repeated reading with a partner, one-on-one tutoring, choral reading, and reader's theater activities. The conclusion emphasizes building vocabulary and providing a fluent role model.
This document provides an overview of dyslexia, including definitions, causes from a neurological perspective, and strategies to help those with dyslexia improve their reading abilities. Key points include: dyslexia is caused by abnormalities in brain development impacting phonological and visual processing; it has genetic components and can be identified by difficulties with phonological decoding, irregular word recognition, and brain activation patterns; teaching phonics, phonemic awareness, and multisensory techniques can help dyslexic readers improve.
This document provides an overview of effective vocabulary instruction strategies for teachers. It discusses the importance of vocabulary and recommends using both direct instruction methods like the six-steps of vocabulary instruction as well as teaching vocabulary in context. The document emphasizes that building vocabulary takes time and should start in early grades. It also dispels common misconceptions and provides research-based best practices for vocabulary instruction, such as using multiple instructional methods, sequencing related texts, and promoting word consciousness.
This document provides strategies and resources for teachers to help middle and high school students build their vocabularies. It begins by emphasizing the importance of vocabulary for reading comprehension and discusses how direct vocabulary instruction is needed but often lacking. It then outlines four effective practices for vocabulary instruction: developing word awareness through word play, providing explicit instruction to build vocabulary, teaching strategies for independence, and engaging students with a variety of texts. The document proceeds to describe and provide examples of 12 specific vocabulary-building strategies supported by research, including STAR, frontloading, semantic feature analysis, word sorts, and vocabulary notebooks. It concludes by listing additional resources for teachers.
Applied Linguistics - Acquisition Barriers and the principles of Language Acq...AleeenaFarooq
Applied Linguistics - Acquisition Barriers and the principles of Language Acquisition.
What are the barriers in language acquisition?
What are the principles of Language Acquisition?
Vocabulary teaching and learning strategies can be effective ways to help students build their word knowledge. Some key strategies discussed in the document include Nation's strategies of using context clues, word parts, and dictionaries. Code-mixing, where words from the first and second language are combined, was found to help students learn new second language words. Read-aloud strategies, where the teacher reads aloud and discusses meanings, allowed students to successfully gain new vocabulary. Story-telling was also shown to help children derive word meanings from context. Spelling instruction in addition to pronunciation was found to better help students remember words.
This document provides information and strategies for teaching vocabulary to secondary students. It discusses how vocabulary knowledge is important for reading achievement but can divide students economically and academically if gaps are not addressed. The document recommends explicitly teaching vocabulary through direct instruction, independent reading, and multiple exposures in meaningful contexts. Specific strategies include teaching word parts, providing collaborative learning opportunities, and ensuring students have ownership of words through many encounters. The goal is to help all students develop a robust vocabulary so they can succeed academically.
The document discusses effective strategies for teaching English vocabulary. It outlines ideas from three researchers - Michael Lewis, Solange Moras, and Paul Nation. Lewis' Lexical Approach emphasizes teaching vocabulary through meaningful phrases and chunks rather than individual words. Moras discusses using mental linkages and review to transfer words from short-term to long-term memory. Nation proposes 10 best ideas for teaching vocabulary, including using the four strands of meaning-focused input/output and language-focused learning, extensive reading, guessing from context, and encouraging learner autonomy. The document emphasizes that vocabulary learning is fundamental for students and teachers should use a variety of strategies, authentic materials, and encourage practice and repetition to help students acquire new words effectively.
This document discusses effective methods for teaching English vocabulary. It summarizes the views of three researchers - Michael Lewis, Solange Moras, and Paul Nation. Lewis emphasizes the importance of teaching vocabulary in meaningful chunks rather than individual words. Moras explains that vocabulary should be taught through mental associations to transfer words from short-term to long-term memory. Nation outlines ten best ideas for teaching vocabulary, including using the four strands of meaningful input/output and language-focused learning, implementing extensive reading programs, and training students to use vocabulary cards and context clues.
strategies in promoting numeracy and literacyReynelRebollos
The document discusses strategies for promoting numeracy and literacy. It defines key concepts like literacy and numeracy and identifies essential components of teaching reading like oral language, phonological awareness, phonemic awareness, and comprehension. The presentation also provides examples of appropriate activities for teaching mathematics and demonstrates applying reading and math strategies through a teaching demonstration.
This document outlines a workshop on building vocabulary for English language learners (ELLs). The workshop includes activities like discussing an unfamiliar text to experience what it's like to read as a new language learner. Participants then brainstorm strategies for supporting ELL vocabulary development. Suggestions include explicit vocabulary instruction, using graphic organizers and sentence frames, incorporating target words into lessons, and ensuring instruction connects to students' different learning styles. The goal is for educators to collaboratively develop a bank of effective vocabulary-building strategies for ELLs.
Final Session 6 Presentation Employing Vocabulary Instruction for Effective W...RochelleZorillaRamos
This document summarizes a presentation on vocabulary instruction for literacy. It discusses how vocabulary is an important part of the reading curriculum. Effective vocabulary instruction includes both implicit methods like read-alouds and explicit instruction of specific words. Teachers should utilize word-learning strategies like dictionary use, morphemic analysis, semantic mapping, and repeated exposures. The goal is to help students develop a large vocabulary to improve reading comprehension, decoding, and fluency.
Implementation of Theories into Practice and Strategies Considering Compatibi...YogeshIJTSRD
Various aspects are known regarding the impact of vocabulary teaching on word knowledge, word association, word family, reading comprehension, different kinds of reading, cognitive and psychological factors of learners. But the implementation of theoretical knowledge and the impact of applied theory based knowledge on teachers and the students cooperation towards developing a rich repertoire of vocabulary has not been properly investigated. The goal of this study is to analyze the diverse vocabulary learning strategies, effective teaching style, and the implementation of theoretical knowledge at the secondary school level. This paper will follow up on analytical studies that investigate the content and context embedded learning and the instructions through theories for getting the authentic proof of the students achievement in vocabulary learning. This study will also suggest some guidelines to follow to facilitate the students effectively. This paper will focus on analyzing various strategies in terms of teaching and learning vocabulary, especially at the secondary school level. Tushar Sinha "Implementation of Theories into Practice and Strategies Considering Compatibility in Teaching Vocabulary at the Secondary School Level" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-4 , June 2021, URL: https://www.ijtsrd.compapers/ijtsrd41147.pdf Paper URL: https://www.ijtsrd.comhumanities-and-the-arts/english/41147/implementation-of-theories-into-practice-and-strategies-considering-compatibility-in-teaching-vocabulary-at-the-secondary-school-level/tushar-sinha
The document discusses several key aspects of teaching vocabulary to young language learners:
1. Both formal instruction of word meanings and informal exposure to words through activities are important. Young learners need repetition to acquire vocabulary over time.
2. A variety of word types should be taught, including nouns, verbs, adjectives, and others. Useful words are high frequency words learners will encounter.
3. Both direct instruction of word meanings and indirect teaching of strategies to determine meanings are effective approaches. Young learners need opportunities to use new vocabulary in context.
This document discusses recommendations for improving reading comprehension through interventions. It recommends providing explicit vocabulary instruction, direct comprehension strategy instruction, opportunities for discussion of texts, increasing student motivation, and intensive interventions for struggling readers. Specific strategies are discussed, such as teaching vocabulary words and their meanings, asking and answering different levels of questions about texts, identifying main ideas, and using graphic organizers. Effective comprehension instruction should be explicit and direct, provide guided practice, and help students understand how to independently use strategies to comprehend texts.
Academic Vocabulary and Reading Online for ELLsltoday
This document provides an agenda for a seminar on teaching academic vocabulary and reading to English language learners online. It discusses research supporting direct vocabulary instruction and the importance of repetition, rich contexts, and active engagement. It also outlines how the Spotlight on English program aligns with this research-based approach and key accountability requirements in New York like state standards and assessments.
This document discusses strategies for teaching grammar and vocabulary. It addresses teaching grammar directly and indirectly, connecting grammar to communication goals, and using examples to teach grammar points. It also discusses assessing grammar proficiency through authentic tasks. For vocabulary, the document outlines components of effective instruction, including wide reading, direct word instruction, and teaching word learning strategies. Both grammar and vocabulary are best taught using a variety of direct and indirect methods.
The document discusses vocabulary instruction for students taking Intensive English Courses at a university. It notes that students struggle with vocabulary which affects their reading comprehension, paraphrasing, and summarizing abilities. The document then reviews literature on the importance of vocabulary for reading comprehension, the kinds of reading needed for vocabulary growth, and effective instructional methods for vocabulary development. Research shows direct instruction of necessary words, multiple exposures, contextual learning, and active engagement are most effective. Both incidental and intentional learning are important.
This research examines best practices for teaching vocabulary through a review of current literature and interviews with experienced teachers. It finds that explicit vocabulary instruction is crucial, such as directly teaching word meanings, usage, and context. Integrating various instructional methods like explanations, mnemonic devices, visual aids, and real-world applications can enhance student comprehension and retention of new words. The study aims to identify the most effective vocabulary teaching strategies to help educators optimize instruction and promote student language development.
This document discusses effective approaches for teaching vocabulary in a second language. It emphasizes that vocabulary learning is a cumulative process that requires multiple encounters with words in varied contexts. Learners remember words best when they manipulate them through different activities rather than just receiving input. Beginning students should focus on high frequency words that allow communication, but should also be exposed to more complex language. Both receptive knowledge like definitions and productive knowledge like usage are important, as students need to progress from understanding input to producing output with vocabulary.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Vocabulary Development_Upskilling.ppsm (1).pptx
1. 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. 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
3. 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.
4. 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
5. 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
8. IS THE STATEMENT TRUE OR FALSE?
Red – FALSE
Green – TRUE
This Photo by Unknown Author is licensed under CC BY-NC
9. IS THE STATEMENT TRUE OR FALSE?
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)
10. IS THE STATEMENT TRUE OR FALSE?
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.
Source: (Long and Richards, 2007)
11. IS THE STATEMENT TRUE OR FALSE?
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)
12. IS THE STATEMENT TRUE OR FALSE?
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).
13. IS THE STATEMENT TRUE OR FALSE?
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)
14. IS THE STATEMENT TRUE OR FALSE?
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.
15. IS THE STATEMENT TRUE OR FALSE?
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)
16. IS THE STATEMENT TRUE OR FALSE?
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)
17. IS THE STATEMENT TRUE OR FALSE?
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.
(Source: (Robert Lado: 121)
18. IS THE STATEMENT TRUE OR FALSE?
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?
(Source: (Robert Lado: 121)
19. IS THE STATEMENT TRUE OR FALSE?
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.
Source: (Long and Richards, 2007)
20. 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?
22. 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.
23. 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.
24. 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…
25. 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.
26. The vocabulary size is a
strong predictor of reading
comprehension.
(Source: (Heibert and Kamil, 2007)
The fact is…
27. 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).
28. 5,000 -
10,000
words
The number of
vocabulary learners know
when they enter
Kindergarten.
Source: (Quick & Essay, 2020)
THINK ABOUT THIS…
31. 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
32. D.1 Vocabulary Teaching and Learning Principles
• 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
33. D.1 Vocabulary Teaching and Learning Principles
• 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
34. D.1 Vocabulary Teaching and Learning Principles
• 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
35. D.1 Vocabulary Teaching and Learning Principles
• 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
40. 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
41. F.1 Rebus Rhymes
A representation of words
in the form of pictures or symbols,
often presented as a puzzle.
42. Hickory Dickory Dock
The ________ ran up the _______
The _______ struck ______ and ______ he ran
Hickory, dickory dock
Hickory, dickory dock
The ________ looked at the _______
The _________ struck _______ and away she flew
Hickory, dickory dock
Rebus 1
43. Hickory Dickory Dock
Hickory Dickory Dock
The ran up the clock
The struck and he ran
Hickory, dickory dock
Hickory, dickory dock
The looked at the
The struck and away she flew
Hickory, dickory dock
Rebus 1
Hickory Dickory Dock
Hickory Dickory Dock
The mouse ran up the clock
The clock struck one and down he ran
Hickory, dickory dock
Hickory, dickory dock
The bird looked at the clock
The clock struck two and away she flew
Hickory, dickory dock
44. 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
45. 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.
46. 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
47. 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.
48. 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.
49. 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
50. 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.
51. Morphology/Word Part Clues
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.
52. Morphology/Word Part Clues
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.
53. Morphology/Word Part Clues
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.
54. Morphology/Word Part Clues
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
55. 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
65. 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
66. 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.
67. 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.
71. 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.
72. 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.”
73. 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.
74. 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.”
75. 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.”
76. 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.”
77. 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.
78. 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.
79. 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.”
80. 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.”
81. F.5 C-Blending
Race
This is a vocabulary
building activity that allows
learners to think and increase
word attack skills.
83. 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
85. 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
88. 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
92. 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
93. 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
94. 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
98. 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
108. 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.
109. H. MARZANO'S SIX STEPS TO EFFECTIVE 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)
110. H. MARZANO'S SIX STEPS TO EFFECTIVE VOCABULARY
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
(Marzano, R.J. & Pickering, D.J. Building Academic Vocabulary, 2005)
111. H. MARZANO'S SIX STEPS TO EFFECTIVE VOCABULARY
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
(Marzano, R.J. & Pickering, D.J. Building Academic Vocabulary, 2005)
112. H. MARZANO'S SIX STEPS TO EFFECTIVE VOCABULARY
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
(Marzano, R.J. & Pickering, D.J. Building Academic Vocabulary, 2005)
113. H. MARZANO'S SIX STEPS TO EFFECTIVE VOCABULARY
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
(Marzano, R.J. & Pickering, D.J. Building Academic Vocabulary, 2005)
114. H. MARZANO'S SIX STEPS TO EFFECTIVE VOCABULARY
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.
(Marzano, R.J. & Pickering, D.J. Building Academic Vocabulary, 2005)
115. 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.
116. Thank You!
Do you have any questions?
Please message me at
ray.abanilla@deped.gov.ph
Ray Abanilla Ray Abanilla @rayabanilla3
117. 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)