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Published byBuddy Horn Modified over 8 years ago
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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
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incremental-gradual, needs multiple exposures multidimensional- words have multiple meanings Interrelated-knowledge of words connect together
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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)
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Variety of texts, various levels of difficulty Read for enjoyment Any reading will promote vocabulary growth
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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
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R.I.M. (Dr. Chris Street) Repetitive (encounter often) Integrated (everyday experiences) Meaningful context (meaningful usage)
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Student’s background knowledge before reading
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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.
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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
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How would you activate prior knowledge before reading?
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