1) Vocabulary that students need for reading receives the most attention, people actually possess four vocabularies: listening, speaking, reading, and writing. The listening vocabulary is the earliest to develop and the largest.
2) Paribakht and Wesche proposed a five-point scale of word knowledge: 1) Never saw the word 2) heard it, but do not know what it means 3) recognize it in context as having something to do with….4)know it well 5) can use this word appropriately
3) Morphology involves gaining information about the meaning, pronunciation, and part of speech of new words from their prefixes, roots, and suffixes. It is clear that when students learn to chunk letters in a long word into meaningful morphemes this helps process new words.
1) Word Family trees would be a great tool to implement for vocabulary lessons. It is a lot better than making students just write down definitions. It helps the students actually learn the words and serves as a visual for students who are visual learners.
2) Concept maps are something I would implement when teaching new content in the science class. It gives the opportunity for you to make connections with words as well with definitions. It gives the students a chance to connect things to examples as well
1) Learning words and extending a students vocabulary can become very boring for the student. What re some activities to promote a fun and productive vocabulary experience?
As you know, I feel vocabulary is the key to comprehension and I also note the teacher is the key to this. The teacher must enjoy words, model word consciousness and promote a welcomed environment to field test great words.
ReplyDeleteWord development starts with key vocabulary in the before part of the lesson with a focus on context and word parts. Then the teacher continues with other words the class means and talks and shares ways the word construction and meaning. The teacher has to be active in Tier II and Tier III words. Without the involvement of teachers looking for word consciousness and development of knowledge of words through word parts, vocabulary development is narrow.