Chapter 11: Vocabulary, Academic Language, And Background Knowledge: Instruction And Assessment Flashcards
State four research-based principles for effective vocabulary instruction.
All four principles are important and worth reading a second time. I think the most significant is “To learn the meaning of words, children must have repeated exposure to words”
- Instruction must fit the age and ability of the students - kid friendly definitions
- Lessons must provide examples of how target words are used in the context of sentences and paragraphs - use when they write
3.To learn the meanings of words, children must have repeated exposure to the words - speak, read, write. - Four Components of vocabulary instruction -
(A) direct instruction of specific words
(B) teaching students independent word-learning strategies)
(C) developing word consciousness
(D) encouraging wide reading
Describe three instructional strategies for the direct teaching of specific words.
- Contextual Redefinition - is an effective strategy to teach the meanings of a group of words that are not related. Be sure you can describe a lesson using Contextual Redefinition. Works best in small group. Lesson:
(A) displays word- students work independently to write a definition, if they do not know they write i do not know. Teacher encourages students to rationalize their definition
(B) working in groups of three, combine ideas to come up with a new definition, write it on the next space for the word
(C) Teacher displays the sentence in which the word first appears. Students make comments about the word. Write a third definition.
(D) Volunteers read their definition and select one that is accurate and writes it on the board, the children copy this definition for the fourth time. - Semantic Maps - target word in the center, teacher provides categories for satellite bubbles. Example target word dolphin: categories include characteristics of mammals, where they live, other things we know.
- Semantic Feature Analysis - works with a group of words that share at least one characteristics. Rows and columns place a plus under each trait the word shares, - if it doesn’t
Describe three instructional strategies that will help children learn the meanings of words independently.
I would not make this a high priority, but if you have the time, see if you can write a description of a lesson using morpheme can analysis to teach the meaning of words.
- Morpheme Analysis - teach prefixes, suffixes, common root words, synonyms and antonyms, Greek and Latin roots and affixes,
- Contextual Analysis
(A) definition contextual clue - author provides definition for the target word in the text
(B) synonym contextual clue - another word in the paragraph is a synonym
(C) antonyms contextual clue - another word in the paragraph is an antonym
(D) example contextual clue - the author provides a definition fo the target word by listing examples - Dictionary - developmentally appropriate dictionary. Slow and distracts from reading. Might not know which definition is appropriate for the passage.
Describe instructional strategies that develop word consciousness in students
There are many instructional strategies to teach vocabulary in this chapter. You should be okay on the test if you know contextual redefinition and morphemic analysis. I would not spend any time studying the word consciousness strategies, though you will want to use them when you are teaching.
Contextual Redefinition - is an effective strategy to teach the meanings of a group of words that are not related. Be sure you can describe a lesson using Contextual Redefinition. Works best in small group. Lesson:
(A) displays word- students work independently to write a definition, if they do not know they write i do not know. Teacher encourages students to rationalize their definition
(B) working in groups of three, combine ideas to come up with a new definition, write it on the next space for the word
(C) Teacher displays the sentence in which the word first appears. Students make comments about the word. Write a third definition.
(D) Volunteers read their definition and select one that is accurate and writes it on the board, the children copy this definition for the fourth time.
Morpheme Analysis - teach prefixes, suffixes, common root words, synonyms and antonyms, Greek and Latin roots and affixes,
Explain how to use wide reading to increase vocabulary, academic language, and background knowledge.
Wide, independent reading will increase a child’s vocabulary knowledge. To increase a child’s capacity to use academic language and to increase her level of background knowledge, she will need to read books on new and different topics.
The more often a reader comes across a word, the better the chance the reader will acquire an understanding of the words meaning.
Variety of books - find books that are similar to their interests but are at a more difficult level. Focus on more than one topic to increase background knowledge.
Discuss how other language arts activities, other than reading ,support what students have learned.
- Listening/Speaking - read aloud a variety of texts, not just fictional. Biographies and informational books as well. Take part in discussion that challenge students to use words they have learned through direct instruction
- Reading/Writing - reading and writing activities with the words.
- Structure of English Language - Lessons on what people frequently refer to as English grammar can improve vocabulary. These lessons should be on sentence structure, syntax, punctuation, and capitalization.
Differentiate instruction in vocabulary for Struggling readers, EL, and advanced Learners
If you are asked to describe a lesson that would build the vocabulary of a group of EL, you should focus on using concrete examples (real things, illustrations, and charts) to teach the meanings of words.
Struggling Readers
- Key vocab and nontechnical academic language (analyze, synthesize, identify, compare, contrast)
- Research what is not mastered - different way using concrete examples
- Concrete examples - pictures, charts, etc.
- Visual, kinesthetic, and tactile activities
EL
- Cognates
- Concrete examples
- Build knowledge of English morphemes - roots, prefixes, suffixes some are similar in Spanish
Advanced Learners
- Increase pace
- Extending depth and breadth of instruction
Describe assessment devices to assess vocabulary knowledge.
- Assess vocabulary through tests:Valid multiple choice tests of vocabulary display the target word in a sentence or phrase and provide possible definitions that are more than a single word.
choose a synonym
Analogies: head is to body as ___ is to mountain (peak) - Assess Vocab through context - can they use the word when they speak, read, write, listen
11.1 definition of word consciousness
An interest in words and their meanings
- Synonyms and antonyms
- Homophones and holographs
- Idioms and puns
- Etymology
11.2 Instruction for teaching vocabulary, academic language and background knowledge
Small group of words:
Contextual Redefinition - Target word appears 4 times on a paper
1. Words independently define
2. Working groups of 3 second round of definitions
3. Display sentence where word first appears. Edit definition
4. All groups share and decide a definition together
One important word: Semantic Map - center circle
Small group of related words: Semantic Feature Analysis
Chart with + and -
Importance of teaching nontechnical academic langauge
11.3 Assessment of vocabulary, academic language or background knowledge,
Test: each target word in a sentence, multiple choice definitions, analogies
11.4 Differentiation for vocabulary, academic language, and background knowledge for ST and EL
Struggling readers - focus on words absolutely necessary to understand the text
EL - cognates
