Objective 5 Vocabulary Flashcards
oral (speaking) and aural (listening) language
Oral and aural language development has a direct impact on reading and writing. This is especially important for the development of new or finely tuned word meanings and for English leaners who need to develop proficiency in speaking and listening to support reading and writing in English.
Conventions of Language
Conventional language is typical language specific to a particular language. A convention of English grammar is that an adjective comes before the noun whereas in Spanish the convention is a noun comes before the an adjective. A spelling convention is that I comes before E except after C
Higher Order Thinking
When students demonstrate higher order thinking they go beyond the literal information in the text and analyze or evaluate it. They think critically or creatively to develop new insights or perhaps identify weaknesses in some aspect of the author’s message.
Proverbs
Proverbs are wise and thoughtful sayings that have a thematic quality
Ex. Better safe than sorry
Idioms or Idiomatic sayings
Idiomatic phrases are sayings that cannot be taken literally. They are intended figuratively
Ex. It is raining cats and dogs
One has to infer the meaning and not take they literally
These are very challenging for ELL students
Denotative Meaning
The explicit meaning of words or the definitions of words. Notice that both Denotative and Definition both start with a D
Ex. the denotative meaning of the word, sweet, is the something that tastes sweet with sugar in it
Connotative Meaning
Are suggested or associated with a word (not the explicit meaning)
Ex. the connotative meaning of the word sweet is good or fine
Often determined in context
Connotative and Context both start with C
Semantic Map or Web
a graphic organizer that a teacher constructs with children by brainstorming their associations with a particular concept. The teacher puts the new large concept in the center and then records the children’s associations by making a web or map. Students learn from other children’s ideas.
Academic Language
Is specific to school and school book settings (literature and content area textbooks). It includes grammatical structures and vocabulary not typically heard in conversation. Tier 2 vocabulary is academic.
Complex Sentences
At least one independent clause and one or more dependent clauses
Ex. My dog likes to chase balls when she isn’t tired
“when she isn’t tired can’t stand alone”
Simple sentences
one independent clause
Ex. My dog likes to chase balls
Compound sentences
two independent clauses joined by a conjunction
Ex. My dog likes to chase balls, and she likes to take naps.
Parallel structure
Two or more words, phrases, or clauses that are similar in length and grammatical form
Ex. The women were strong, the men were good-looking, and the children were above average.
Non-example. The women were strong, the men were good-looking, and the children liked school
Expressive Vocabulary
Consists of words that learners can use in their oral language. Usually lags behind receptive (listening) language
Receptive Vocabulary
Consists of words one understands when listening. It is easier to determine the meaning of a word when one hears it than to use it appropriately in one’s oral language. Both expressive and receptive language influences reading comprehension and written expression.
