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What is vocabulary?
What is vocabulary?
Vocabulary is a compilation of words used in a language. In other words, vocabulary is the words we must know to communicate effectively. Vocabulary is made up of four parts: listening, speaking, reading, and writing. Each word needs to be understood by the student to communicate in these different ways effectively. Vocabulary words can also be organized into three tiers: 1-Basic words that commonly appear in spoken language, 2-High frequency words used by mature language users across several content areas, and 3-Words not frequently used except for in specific content areas and domains.
How do we assess vocabulary knowledge?
How do we assess vocabulary knowledge?
We assess vocabulary knowledge in several ways. These include the CORE Vocabulary Screener and the Critchlow Assessment. These assessments are utilized to define where a students' knowledge is currently and identify if further learning and teaching is necessary.
CORE Vocabulary Screener: This assessment is given in grades 1-8 and primarily assesses synonyms, or words that have the same meaning, identification. These words are grade-level and they are read by the student silently. The student reads a word in a box and chooses one out of three answer choices that means about the same as that word. This assessment helps to identify students whose print-based vocabulary knowledge is lower than their classmates and if intervention and further teaching is needed.
Critchlow Verbal Language Scales: This assessment is given in grades K-8 in English or Spanish and asks students to find the word of opposite meaning, or antonym, to a series of words. The words increase in difficulty as the test progresses. There are 75 words in each scale. The goal of this assessment is to determine where a student is at in their vocabulary acquisition and see how well the student is prepared for further future learning.
Examples of these Assessments:
Vocabulary Teaching Strategies
Vocabulary Teaching Strategies
This video shows the layout of a text talk read aloud and how this method would be effective for students.
Text Talk Read Aloud
Text Talk Read Aloud
This method is all about text-specific vocabulary after a text has been read aloud to the students. The text-talk method is a framework for guiding discussion on important terms and concepts from the text during and after the read aloud. The key terms are displayed and they are read aloud, allowing pauses for more explanation on the meanings behind each term.
Further elaboration should be given on the terms and discussion should be facilitated from prompts where students can actively practice using the words. This strategy would likely be used when students need to practice utilizing vocabulary terms and topics and prepare to appropriately use them in the future.
Frayer Model / 4 Square Model
Frayer Model / 4 Square Model
This model is a more visual method that helps students learn new vocabulary words. It involves students completing a four quadrant, or square, graphic organizer with the term desired in the center. The first box should contain the definition, the second should be about providing examples, the third will emphasize non-examples or nonessential characteristics, and the fourth quadrant should contain either a sentence that expands on the meaning or a picture that illustrates the meaning.
This model should be used when introducing important new words, concepts, or terms. This can be especially useful before reading a text to build background knowledge, throughout reading, and after to determine progress within vocabulary skills.
Here is an example of a semantic map built upon the concept of coyotes.
Semantic Mapping
Semantic Mapping
This strategy involves the mapping and building of connections between groups of semantically, or meaning, connected words. One concept or word is tied graphically to other related words. For example, you could create a semantic map based upon the concept of coyotes.
The students can come up with words that fit under this concept and then brainstorm ways that they fit appropriately in the word map. This engages students in finding relationships between words visually and helps them to create categories for the words to fall under.
Semantic Feature Analysis
Semantic Feature Analysis
Semantic Feature Analysis is a strategy that uses a grid rather than a map format. This strategy aids in exploring and reinforcing vocabulary concepts using categorization. Students can find the similarities or differences between related words using this analysis. The Semantic Feature Analysis Strategy is meant for grades 3 and above and can be used before reading to develop vocabulary or after reading to reinforce vocabulary. Students can determine what features are present or not within different related words to see these similarities and differences.
Above is an example of a semantic feature analysis for types of transportation and various features that may or may not apply. This can engage students in finding the similarities and differences within this concept.
Word Map / Concept Map
Word Map / Concept Map
Word or concept maps are representations and graphic organizers of relationships between the word highlighted (vocabulary focus) and other words and concepts. This strategy is used to help students utilize their prior knowledge to make a concrete, graphic representation of a target word. This strategy is best used for grade 2 and above and is often included to aid with more difficult tasks. Through this resource, students can make connections and observe relationships between concepts and sub-concepts. A semantic map would be a type of word/concept map.
Here are some examples of a possible word/concept map.
Independent Word Learning Strategies
Independent Word Learning Strategies
Dictionaries: Dictionaries can be a valuable resource when used in a way that makes sure the student is not entirely dependent upon it. Having them just copy down the definition is not as effective as other methods. As students challenge themselves and are engaged in finding meaning, they are able to utilize dictionaries. It is essential for teachers to guide students in learning how to use what they find in a dictionary entry. Dictionaries should be used to help students further their knowledge of a word and to help them when they come across an unfamiliar word.
Dictionaries: Dictionaries can be a valuable resource when used in a way that makes sure the student is not entirely dependent upon it. Having them just copy down the definition is not as effective as other methods. As students challenge themselves and are engaged in finding meaning, they are able to utilize dictionaries. It is essential for teachers to guide students in learning how to use what they find in a dictionary entry. Dictionaries should be used to help students further their knowledge of a word and to help them when they come across an unfamiliar word.
Morphemic Analysis: Morphemic Analysis has to do with the meaningful parts of words. Students can use these parts to decode words and find their meaning. Morphemes are made up of root or base words and affixes (suffixes and prefixes). This analysis can be a guide for students to learn the meanings of word parts, how to disassemble words into word parts, and how to reassemble word parts when they are working to find the overall meaning. This can be used to break down complex or compound words and aid in defining the meaning in parts of a word.
Morphemic Analysis: Morphemic Analysis has to do with the meaningful parts of words. Students can use these parts to decode words and find their meaning. Morphemes are made up of root or base words and affixes (suffixes and prefixes). This analysis can be a guide for students to learn the meanings of word parts, how to disassemble words into word parts, and how to reassemble word parts when they are working to find the overall meaning. This can be used to break down complex or compound words and aid in defining the meaning in parts of a word.
Contextual Analysis: Contextual analysis guides students through using context to find meaning within different words. Students can use surrounding text to find context clues, or words or phrases that give readers hints or suggestions to the meaning of unfamiliar words, to determine the meaning of a word. Teachers guide students to identify and employ both generic and specific types of context clues. These include using the definition, synonyms, antonyms, examples, and some general nonspecific clues. As students develop an ability to contextually analyze text, their understanding and vocabulary growth increases.
Contextual Analysis: Contextual analysis guides students through using context to find meaning within different words. Students can use surrounding text to find context clues, or words or phrases that give readers hints or suggestions to the meaning of unfamiliar words, to determine the meaning of a word. Teachers guide students to identify and employ both generic and specific types of context clues. These include using the definition, synonyms, antonyms, examples, and some general nonspecific clues. As students develop an ability to contextually analyze text, their understanding and vocabulary growth increases.
Here is an example of using morphemic analysis to break down the word independently.
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