Prepared by Teacher Angel

I. Vocabulary  Kinds of Vocabulary  What does it mean to know a word?  Obstacles in Vocabulary Development  Primary Goals of Teaching Vocabulary  Characteristics of a Vocabulary Teacher

II. Teaching a Vocabulary Class  Choosing which words to teach  Discussion Content/ Structure  8 Facets of Word Knowledge  Important Things to Remember

III. Exercises and Activities  Word Structure Map  Frayer Model  Linear Array  Semantic Feature Analysis  Venn Diagram

IV. Assessment  Multiple Choice  Fill in the blanks  Cloze

V. Update of Visual Vocabulary Vocabulary 1 – PAIL1 Vocabulary 2 – PAIL 2 Vocabulary 3 – PAIL 3 Vocabulary for Kids/ Juniors SAT/MSA Vocabulary (for regular students) VI. Teacher’s Demo

 Listening Vocabulary  Reading Vocabulary  Speaking Vocabulary  Writing Vocabulary  Word-Recognition Vocabulary  Meaning Vocabulary

 Listening Vocabulary  Reading Vocabulary  Writing Vocabulary  Speaking Vocabulary Receptive Vocabulary Productive Vocabulary

 (Dale 1965) “ I have never seen it before.” “I know it.” “I can use it in a sentence.”

 McKeown, Beck, McCaslin (1986) UNKNOWN ACQUAINTED ESTABLISHED

 Size of the task  Differences between spoken English and written or ‘literate’ English  Limitations of sources of information about words  Complexity of word knowledge

 On average, students add 2,000- 3,000 words a year to their vocab. They learn 6-8 new words each day!

 Most spoken language, and especially the language of face-to-face conversation, is less rich and varied in vocabulary use than is written language  Writers are devoid of various communicative tools that are at the disposal of speakers such as gestures, tone of voice and facial expressions  In writing, and especially in literate writing, the primary communicative tool is precision in word choice.

Dictionaries  Traditional instruction in dictionary use focuses on having students look up words and use information from the definitions they find to write sentences.  This kind of instruction produces superficial understanding and rapid forgetting of the word (Miller & Gildea, 1987)

Word Parts  Not a completely reliable source of info about word meanings  Eg. Casual / casualty, emerge/emergency, sign/design, awe/awful

Context  Benefits of context are primarily long-term: a matter of gradually accumulating partial information about words as they are encountered repeatedly  The chance of learning the meaning of any particular word from one encounter with that word in context is rather slim (Nagy,1987)

 What does it mean to know a word?  Conventionally, when we talk about knowing a word, we mean knowing its definition. But knowing the definition is not the same thing as being able to use that word in speech and writing or to understand a text in which the word appears.

 to know a word, students need to encounter it in context and see how its meaning relates to the words around it, and how it relates to the other words that might have been used in its place (Anderson & Nagy,1991)

 …size of the task? WIDE READING  …differences between spoken and written English? HIGH QUALITY ORAL LANGUAGE AND WORD CONSCIOUSNESS  …limitations of sources of information about words? INDEPENDENT WORD-LEARNING STRATEGIES  …complexity of word knowledge? EXPLICIT INSTRUCTION OF SPECIFIC WORDS

 STORE  EXPAND & MOVE  UNDERSTAND

The formidable dinosaur roamed around, looking for a prey.

 Teaches large numbers of core and extended vocabulary words every day, in every subject area  Teaches problem-solving strategies and meta- cognitive skills in making sense of words encountered during reading  Promote word-consciousness throughout the day  Scaffold independent reading skills so that students acquire vocabulary from written texts

 Encourage students to increase reading volume  Structure classroom discourse, replacing simple words with rich vocabulary  Use pictures, realia, and gestures during classroom discourse to provide struggling English-language learners with comprehensible input

 Provide multiple exposures to new words, engaging children in the use of rich vocabulary in oral discourse and writing  Encourage the playful use of words and develop enthusiasm for skillful word use  Encourage students to experiment with language use in a risk-free environment  Acknowledge the literacy skills students bring to class and build on that foundation.