 Knowing morphemes plays a valuable role in learning vocabulary from context  Need intentional and explicit instruction  Direct teaching vocabulary isn’t sufficient  What will help:  Reading and exposure to a variety of text  Rich oral language

 incremental-gradual, needs multiple exposures  multidimensional- words have multiple meanings  Interrelated-knowledge of words connect together

 Requires many encounters with words in the spoken and written context  Gradual process  Requires repetition  Variety of instructional methods needed  Socio-economic factor play a role in previous vocabulary knowledge  Reading is the key (in and out of school)

 Variety of texts, various levels of difficulty  Read for enjoyment  Any reading will promote vocabulary growth

 Network of knowledge related to a word  Semantic knowledge-word meaning  Linguistic knowledge-roots, and how their meanings inter-connect  Dog=Lab=Gus=neighbor’s poodle=walk=run=not cat=etc.  One word can trigger association with a lot of other words

 R.I.M. (Dr. Chris Street)  Repetitive (encounter often)  Integrated (everyday experiences)  Meaningful context (meaningful usage)

 Student’s background knowledge before reading

 Graphic organizers: concept maps, double entry journals, KWL charts, compare and contrast matrixes, sorting chart, venn diagram, goal mountain, concept wheels and others  Free-writing, short, ungraded  Word expert pairs-student teach vocab  Visual aids and frequent writing assignments  Inter-active games  Technology can be used as a tool  Dictionary-looking up words and writing down definitions does not produce in-depth knowledge  Teachers must teach how to use the definitions  Teachers need to evaluate their instructional methods and restructure as necessary.

 1) Which one of the following does not describe word knowledge:  A) incremental  B) explicit  C) multi-dimensional  D) interrelated  E) all of the above

 How would you activate prior knowledge before reading?