Vocabulary in the Classroom
Vocabulary in the Classroom
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Developing reading skills = continuous growth in word knowledge
Vocabulary knowledge is both a product of engaged reading and a central mechanism for facilitating reading comprehension.
Improves all areas of communication:
listening
speaking
reading
writing
Vocabulary growth is directly linked to school achievement.
The ability to learn to read to speak.
Students with a larger vocabulary are more confident and tend to have more success academically in all subjects.
Math Vocabulary Importance
Math Vocabulary Importance
Math is a universal language we use to understand and make sense of the world.
However, we cannot fully grasp and communicate mathematical concepts without the proper vocabulary.
Communicating mathematical ideas
Able to explain thought processes and reasoning behind solving a math problem.
Build a strong foundation in mathematics.
Mathematical confidence
The knowledge of math terms and concepts empowers students to solve more challenging problems and apply them to the real world.
Critical thinking skills
Require students to analyze and understand the meanings behind mathematical terms.
Types of Vocabulary
Types of Vocabulary
Oral/Verbal
Oral/Verbal
A student who comes across a new word in written words can decode the word through speech.
Building Blocks for Learning
When hearing words repetitively.
Expressed in words
Word choice must be simpler, informative, and more repetitive.
Designed to be recognized while listening to and to sound conversational.
Written
Written
Generally uses a larger vocabulary and is more formal than oral language.
Formal tone and infrequently uses similarities and differences.
Viewing/reading words repetitively.
Structured
Modeling in the classroom.
The teacher can read aloud, students follow the context in print.
The teacher can then let students contribute to reading aloud to recognize vocabulary words and propose an opportunity to add new vocabulary words.
EL Learners
EL Learners
ELLs struggle to build a foundation and close the gap between the native and English languages.
Pre-teach vocabulary
It allows ELLs to identify words, place them in context, and remember them.
Cognates
These are words in different languages that are derived from the same original word or root.
Scaffolding
Graphic organizers
Word Walls
Labeled diagrams
Audiobooks/components
Encourage oral language
Instructional words and meaningful questions/discussions.
Encourage ELLs to speak in class as much as possible.
Vocabulary Strategies
Vocabulary Strategies
Three-Tier System
Three-Tier System
Three towered, triangle system that cosiders key words to have different roles and utility in language.
Tier one (base of the triangle): common words.
Tier two (middle of the triangle): words that reflect a familiar concept, but an unfamiliar word for that concept.
Tier three (top of the triangle): reflect specific topics or domains.
Example/Non-Example
Example/Non-Example
Statements to ask students to determine which words reflect the correct meaning of the key vocabulary words, which do not, and why.
Beginning to develop an understanding of words.
Present visuals
Key-Ring Words
Key-Ring Words
Students own visual representations of key concept words, drawn on small cards and fixed on a key ring.
If the word is known in another language, they may write this on the back of the card.
Word association.
Resources:
Resources:
Scaffolding Language, Scaffolding Learning: Teaching English Language Learners in the Mainstream Classroom, Second Edition.
Chapter 6: "Reading in a Second Language and Culture: Barriers and Bridges."
Beck, I. L., McKeown, M. G., & Kucan, L. (2013). Bringing words to life: Robust vocabulary instruction. Guilford Press
Chapter 10: "Energizing the Verbal Environment"
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