Education: Teaching Vocabulary and Academic Language

Words that are found in text. Students need to know the meaning of it.

The language that is used in a formal setting. The teacher needs to explain and model when and how they are used eg. identify, demonstrate

What students already know, teacher may need to preteach/frontload to get the big picture.

Students need understanding of vocabulary, academic language, and background knowledge to have a better compression

decode and create meaning of the texts

1) Understand how to figure out meanings of words or decode.

2) Be aware of theme-related words to understand text

1)Practice oral language at home and school

2)Listen to books being read - discuss them

3) Categorize vocabulary - related to store, school

4)Compound words - Understanding two isolated words can make a meaning of one word

5)Teach them how to break down words they may struggle with

Limited vocabulary puts students at risk of failure of learning to read and comprehend text.

1) Assessments

2)Explicit vocabulary instruction

3) Provide opportunities for practice

Give the student a word, have them say it in a sentence. eg. ue to word green > the plant was green

Students are able to describe the picture in one word

Students need to understand the big picture of the word eg. > mammal > examples > descriptions > what its not

1) prepositions examples:

2) concepts picture sorts

3) Realia

where is the book?
-using real examples,
e.g move objects in the class

Have pictures of objects and sort them. eg. pencil, chair > school... milk, shopping cart> grocery store

Bring real items for students to feel, glue, pencils, erasers

Deliver the instruction based on the vocabulary that will be found in the text

Explain that certain set may have different text, science books > science words, mystery books > mystery words

Teach the meaning of words that may be complex to students, how to decode them and what they mean

Students may encounter the combination of two sentences, conjunctions etc. must know how to understand them

Students need to understand if there is a certain sequence (past, future) or If it is expository or narrative, and how to follow along with it

Students need to know what inclusion means, or thereafter, or other phrases ect.

Students need to understand that oral vocabulary is easier than text structure.

The more a student reads independently the higher their vocabulary development becomes

if they are reading at a frustration level, they will not be as successful in reading development and vocabulary

Someone there guiding them and helping them eg. sounding it out, explaining the meaning of words, etc. > to be able to advance vocabulary

3.

Tier 1
Tier 2
Tier 3

Vocabulary words that are obtained by general conversation. Students should know already eg. happy, walk, talk

Vocabulary words that are obtained by students who have great exposure eg. elaborate, ridiculous, demonstrate

Vocabulary words that students wouldn't use I their everyday vocabulary eg. physics, Science words such as isotope ect.

Tier 2 - because they add to the students language ability in day and academic conversations

1)Vocabulary Organizers

2)Poetry as wordplay

3)Illustration of figurative language

4)Investigation of Latin and greek roots

5)Word games

6)Histories android origans

7)Categorize and classify words

Organizers such as semantic maps, words lives, semantic analysis

Students are able to listen to the teacher read aloud the tier 2 vocabulary words, emphasize and explain those meanings

Vocabulary and understanding - good for when there is no parent or teacher around to help them

1)Context clues

2)Apposition

3)Word Structure

7-0 words

The sentence contains the meaning of the word, often set apart by a comma or the word "or" eg. The paleontologist or dinosaur scientist searched for bones.

I can figure out what a word means by looking at the prefix > root word > suffix

Vocabulary words from the student's Tier 1 that is similar to what is being learned in Tier 2. Formal word > student-known word. Synonyms

2) Provide familiar examples and various forms of examples

Science and technology

Content area and literature texts

Words used in daily language and beginning reading texts

Have items from a grocery store, school, and home. Have students sort them to where they would find them

Which category does this word go to? Is it a landform or is it Waterform

Wat are some component of a "fairy" or "sailboat"

tele > telescope>telephone .. students can build on it

Students shave a personal dictionary of words they are working on/know. At their desk for their writing help

Is a comparison of two things that are not the same. eg.my friend is a walking computer

Are similarities between two things eg. a lightbulb is to a lamp and a flame is to a candle. both give a light

1)Contextual Strategies - context clues

2)Morphological Strategies - prefix/suffic

3) Use of reference Materials (Thesaurus & Dictionary)

4)Apposition (Stated within the sentence or paragraph)

to practice the word we have introduced to them

1)Word games

2)Investigation of etymology and morphology

3)Use of figurative language and speech. - modeled by teacher

4)Awareness of vocabulary outside of instruction

Pictionary, Act our words, matching games, etc.

the study of word origins

the roots, prefix, suffix of the word

opposite

a fill-in-the-blank sentence

Big fill-in-the-blank passages

writing or speech that is not meant to be taken literally

1)Knowledge

2)Comprehension

3)Application

4)Analysis

5)Synthesis

6)Evaluation

Students are able to understand who where, when, how many

Students are able to describe,, explain, summarize and compare

Students are able to apply, calculate, organize, and collect

Students are able to distinguish, examine, and analyze

Students are able to demonstrate, solve, and debate

Students are able to justify, rank agree

Ability to identify and recall information as stated in text eg. main idea, details, (lowest level)

understanding of information that isn't explicitly given, but rather implied in a written passage

The highest order of comprehension. Having students analyze what is fact or what is an opinion, supports reasonings. etc.

The ability to understand and comprehend all types of speech (read aloud, discussions, and content areas, etc.)

Students not knowing how text is organized (the order, sequence ect) use > diagram etc to help.

Incorporating it

Have students write about their reading using graphic organizers, cause and effects, maps etc.

Expository

Through read alouds. Have discussions with students to allow them to understand what they are reading independently

Reading level. Get a paragraph from a desired text. eg. all blanks correct = good level > 2 incorrect = instructional level. > all incorrect = frustration level

Having an interesting inventory of books, tailored to student interest

book reports, reading journals, teacher/student conferences, etc.

1) Set a purpose for reading

2) Preview text

3) Activate Prior Knowledge

4) Make Predictions

1) Confirm Predictions

2)Make connections

3)Clarify/Rephrase what happened

4)Question do they understand what happened? Ask what is going to happen next?

1) Ask them about the chronological order

2)Ask them about the main idea, or cause or affect

3) Ask was it a facts or opinio

Fiction with no subplots

Talks about historical events, human behavior, natural phenomena, actions of the god eg. Zeus

Usually will have a hero, or significant exaggeration on the story character

Fiction story (made up) in a real event such as civil war (not made up)

Wordly setting or characters that are not true. Animals talking

Humorous story with exaggeration or hero's who do the impossible eg. he was tall as the clouds

The story is not true, but it could happen it is realistic

Fairies, or dragons that fly, or other magical creatures. For children's imagination

Demonstration of useful truth, such as two taking animals fixing an issue etc.

Written similar to a song that tells a story about a person or event

A type of poetry, that address instrumental music

has two lines that rhyme. eg. I went to the STORE and could not open the DOOR

a long poem that tells a story

14 line poem with a single theme

A person holds strong to their opinion

The protogynous is not victorious

The protogynous is victorious