Download Of Vocabulary Words

Mathematics vocabulary word wall cards provide a display of mathematics content words and associated visual cues to assist in vocabulary development. The cards should be used as an instructional tool for teachers and then as a reference for all students, particularly English learners and students with disabilities.

Most people are using high school level and high-frequency collegiate vocabulary terms in their ChatGPT prompts, could we be missing out on an opportunity to make ChatGPT prompts that generate better results?

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Could there be a performance improvement in GPT-4 responses when using vocabulary that is less commonly used in natural language but more frequently used in professional publications, papers, technical writing, and high-quality editorial publications?

Please provide a list of 100 common words that have a higher probability to be contained within writing, articles, papers and publications that are professional, technical, high quality, respected, educational, informative and enlightening.

Use the list of words to come up with a unique combination of prompts for an AI language model that would generate a valuable piece of content for a business, whether it is research, strategy, copy generation or a novel new idea that combines two high-level concepts to create a prompt for ChatGPT.

A variation on what you note that I have found with LLMs such as ChatGPT is to look for what I called prefered words for a conversation or topic. What I mean by that is these are words that when a prompt is rephrased in the completion it is a word used in place of another word with similar meaning but that will appear more often in use by the LLM. These words when used again with LLM prompts tend to pull the generation of the topic closer to the desired outcome.

@MarkFulton I think this is an excellent idea and approach, thanks for sharing. The only potential area of caution I would imagine is if a user is over-optimizing which could cause the model to search find edge cases and miss a wider range of potentially relevant completions. But if used sparingly and deliberately, akin to keywords in an article to increase SEO, this form of prompt engineering optimization (PEO), seems like a fascinating area of research that can be viable for improved outcomes (again, if used properly to avoid over-optimizing).

Novelists, magicians, and other tricksters keep these words busy. Novelists love an allusion, an indirect reference to something like a secret treasure for the reader to find; magicians heart illusions, or fanciful fake-outs; but tricksters suffer from delusions, ideas that have no basis in reality.

Out-of-vocabulary (OOV) words are unknown words that appear in the testing speech but not in the recognition vocabulary. They are usually important content words such as names and locations which contain information crucial to the success of many speech recognition tasks. However, most speech recognition systems are closed-vocabulary recognizers that only recognize words in a fixed finite vocabulary. When there are OOV words in the testing speech, such systems cannot identify OOV words, but misrecognize them as in-vocabulary (IV) words. Furthermore, the errors made on OOV words also affect the recognition accuracy of their surrounding IV words. Therefore, speech recognition systems in which OOV words can be detected and recovered are of great interest.

As simply applying a large vocabulary in a recognizer cannot solve the OOV word problem, several alternative approaches had been proposed. One is to use a hybrid lexicon and hybrid language model which incorporate both word and sublexical units during decoding. Another popular OOV word detection method is to locate where the word decoding and the phone decoding results are in disagreement. Some other methods involve with a classification process to find possible OOV words using confidence scores and other evidence. For OOV word recovery, the phoneme-to-grapheme (P2G) conversion is usually applied to predict the written form of an OOV word.

Teaching vocabulary is complex. What words are important for a child to know and in what context? In this excerpt from Bringing Words to Life: Robust Vocabulary Instruction, the authors consider what principles might be used for selecting which words to explicitly teach.

To get an idea of the process of identifying Tier Two words, consider an example. Below is the opening paragraph of a retelling of an old tale (Kohnke, 2001, p. 12) about a donkey who is under a magical spell that forces him to do the chores for a group of lazy servants. The story would likely be of interest to third and fourth graders.

The underlined words are those we identified as consistent with the notion of Tier Two words. That is, most of the words are likely to appear frequently in a wide variety of texts and in the written and oral language of mature language users. (Note: We chose this paragraph because there were so many candidate Tier Two words; however, most grade-level material would not have so many words in only one paragraph.)

The decision about which words to teach must also take into account how many words to teach in conjunction with any given text or lesson. Given that students are learning vocabulary in social studies and science as well as reading or language arts, there needs to be some basis for limiting the number of words so that students will have the opportunity to learn some words well.

The other candidate words, tend, required, performed, and maintain, are also words of strong general utility, and the choice of whether to include any more words is based solely on considering how many words one thinks students can usefully handle.

Below is another excerpt from the tale about the donkey under the magical spell described above (Kohnke, 2001, p. 12). You might find it useful to try your hand at identifying Tier Two words. You will get to see our choices below the excerpt, so that you can compare your selections with ours.

The rest of the words do not play key roles in the story, nor is their unfamiliarity likely to interfere with comprehension. So, which other words are attended to, if any, is simply a matter of choice and convenience. That is, a decision as to the number of words taught might be made on the basis of how many a teacher wants to make room for at the moment. Factors in this decision may include, for example, how large the current vocabulary load is in the classroom, the time of year, and the number and difficulty of other concepts presently being dealt with in the curriculum.

Now let us consider a text that does not seem to offer much for vocabulary development because all of the words in the text are familiar to students. An approach in such a case could be selecting words whose concepts fit in with the story even though the words do not appear. For example, if the story features a character who is a loner, introduce the words hermit, isolated,or solitary; if a problem is dealt with, present it as a dilemma or conflict; if a character is hardworking, consider if he or she is diligent and conscientious. Think in terms of words that coordinate with, expand, or play off of words, situations, or characters in a text.

Bringing in words whose concepts fit with a story is especially salient when young children are just learning to read and there are only the simplest words in their text. Consider a story in which two children (Pam and Matt) try on a number silly hats, some of which are very big and two of which are exactly alike. A number of words came to mind, and we chose absurd, enormous, and identical. Next we suggest how those words might be introduced to young children:

A couple of points should be emphasized here. The words were selected not so much because they are essential to comprehension of the story but because they seem most closely integral to the mood and plot. In this way, the vocabulary work provides both for learning new words and for enriching understanding of literature. This decision was made possible because there was a large pool of words from which to choose. Sometimes choices are more limited, and sometimes the best words are not so tied to the story. In such cases, a decision might be made to select words that seem most productive for vocabulary development despite their role in the story.

For the six words we consider to be most important to teach, some characteristics of the words themselves also drove our selections. Sobering was selected because its strongest sense for students might be as the opposite of drunk. So, the context of the story provides a good opportunity to overcome that and introduce its more general sense. The others, essential, devoted, entrenched, inevitable, and revelation, have wide potential for use and are not limited to specific situations or stereotypical contexts. Yet, they seem to be strongly expressive words that can bring emotional impact to contexts in which they are used.

The basis for selecting words from trade books for young children is that they are Tier Two words and words that are not too difficult to explain to young children. Here, we present our thinking for selecting three words for instructional attention from The Popcorn Dragon (Thayer, 1953), a story targeted to kindergartners.

In our review of The Popcorn Dragon for Tier Two candidate words, we first identified the following seven: accidentally, drowsy, pranced, scorched, envious, delighted, and forlorn. From the pool of seven, we decided to provide instruction for three: envious, delighted, and forlorn. We considered three issues in making our choices. First, we determined that the concept represented by each word was understandable to kindergartners; that is, 5-year-olds understand the concepts of wanting something someone else has (envious), being very happy (delighted), and being very sad (forlorn). Second, it is not too difficult to explain the meanings of those words in very simple language, as illustrated in the previous sentence! And, third, each word has extensive possibilities for use. In particular, the words are found in numerous fairy tales; that is, there is often some character who is envious of another, and there are characters who are delighted or forlorn about the turn of events. The words, however, are not restricted to make-believe; they can all be used in describing people in common situations. ff782bc1db