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1. General Vocabulary- consists of words
with acknowledged meanings in common
usage.
 2. Specialized vocabulary- is made up of
words from everyday life, general
vocabulary that takes on specialized
meanings when adapted to a particular
content area.
 3. Technical Vocabulary- consists of words
that have usage and application only in a
particular subject matter field.

Words are labels for concepts however;
a single concept represents much more
than a single word.
 What does it mean to know a word?
Depends on how well we understand the
relationships among direct
experiences, concepts, and words.
 Learning is much more intense and
Meaningful when it develops through the
child’s first hand experience.

Concepts create a mental image, which
may represent anything that can be
grouped together by common features
or similar criteria:
objects, symbols, ideas, processes and
events. Common Element or
relationship.
 Concepts are similar to schemata!!
 For EVERY concept there is an
example!!!



A graphic organizer is a diagram that
uses content vocabulary to help students
anticipate concepts and their
relationships to one another in the
reading material.









Analyze the vocabulary and list the
important words
Arrange the list of words
Add to the Scheme vocabulary terms that
you believe the students understand.
Evaluate the organizer.
Introduce students to learning tasks
As you complete the learning task, relate
new information to the organizer


Graphic organizers can be used to
activate the student’s prior knowledge
of the vocabulary words in the given
assignment or study unit and also clarify
their understanding of concepts as they
study texts.
To show the relationship in a thematic
unit in a chapter or chapter subsection
 To build a frame of reference for
students as they approach new material
 Activate prior knowledge of the
vocabulary words in a text assignment or
unit of study
 Clarify their understanding of concepts
as they study text

Word exploration is a writing to learn
strategy that works well as a vocabulary
activity.
 A word exploration activity invites
students to write quickly and
spontaneously, a technique called free
writing.


› The purpose of free writing is to get down on

paper everything a student knows about a
topic in just a few minutes. This activity will
activate schema and long term memory.


Brainstorming, List-Group-Label, Word
Sorts, Word Walls and Knowledge Ratings
are also great activities to activate what
students know about words.




Word walls provide
easy access to words
students need. The
specific organization
of the word wall will
match the teacher's
purpose.
The most helpful word
walls grow and
change throughout
the year and are used
as a learning
reference.


Knowledge
ratings get
readers to
analyze what
their prior
knowledge is
about the topic.

Term
Line
Segment
Ray

Know It

Heard it

Not
Much

X
X
X


Sometimes students have a hard time
knowing what certain words mean and
how they are used in the materials they
are reading. There are two strategies
that help with clarifying what words
mean and how they are used.
Promotes long term acquisition of
language in an academic discipline.
Steps:
 Divide the class into teams of two
 Present the word each team has
selected to the class ( where it’s found,
what team thinks it means, why the team
thinks class should learn it)

provides a framework for
organizing conceptual
information in the
process of defining a
word.
 CD word map instruction
supports vocabulary and
concept learning by
helping students
internalize a strategy for
defining and clarifying
the meaning of unknown
words.





Students need many experiences, real and
vicarious to develop word meaning and
concepts. They need to use, test, and
manipulate technical terms in instructional
situations that capitalize on reading, writing,
speaking, and listening.
In having students to do these things, you
create the kind of natural language
environment that is needed to extend
vocabulary and concept development. There
are many activities that can be used to
develop these skills.



RTI framework helps
teachers plan lessons so
that students can learn
vocabulary concepts as
they relate to their
understanding of the text.
RTI supports thoughtful
vocabulary instruction that
allows each student to
experience growth



There are also some
activities examples that
help extend and reinforce
vocabulary knowledge
and concepts.

Semantic Feature Analysis
(SFA) – establishes a
meaningful link between
students’ prior knowledge
and words that are
conceptually related to
one another. As a
teaching activity, SFA is
easily suited to before or
after reading instructional
routines.
›
›
›
›

Categorization Activities
Concept Circles
Vocabulary Triangles
Magic Squares
Showing learners how to construct meaning
for unfamiliar words encountered during
reading helps them develop strategies
needed to monitor comprehension and
increase their own vocabularies.
 Demonstrating how to use context, word
structure, and the dictionary provides
students with several basic strategies for
vocabulary learning that will last a lifetime.

Constructing meaning from context is one
of the most useful strategies at the
command of proficient readers.
 Showing readers who struggle how to make
use of context builds confidence and
competence and teaches the inquiry
process necessary to unlock the meaning
of troublesome technical and general
vocabulary encountered during reading.
 Typographic Clues, Syntactic and Semantic
Clues, Logographic Cues are helpful tools
to help struggling readers.

Readers who build and use contextual
knowledge are able to recognize fine
shades of meaning in the way words are
used. They know the concept behind the
word well enough to use that concept in
different contexts.
 Modified Cloze Passages
 OPIN

Students pair off into groups but they
complete a sentence exercise individually
and once completed, convince their word
choice is the best.
 The best choice must have a reasonable
defense.
 OPIN reinforces the role of prior knowledge
and experiences in the decisions the group
makes.
 EX- Charts and graphs are used to _____
information

In addition to emphasizing context as a
vocabulary building strategy, showing
learners how to approximate word
meaning through word structure is another
important aspect of vocabulary building.
 A word itself provides information clues
about its meaning. The smallest meaning in
a word is called morpheme. Analyzing a
words structure, morphemic analysis, is a
secondary vocabulary building strategy
that students can use to predict meaning.







The uses of context and word structure are
strategies that give struggling readers insight
into the meanings of unknown words. Rarely
does context or word structure help learners
derive precise definitions from keywords.
When a reader doesn’t understand the
meaning of a word, the dictionary is a great
resource for students.
One way to make a dictionary functional
resource is to use it to verify educated guesses
about word meaning revealed through
context or word structure.
Help students determine the “best fit”
between a word and its definition.
 If you assign a list of words to look up in
the dictionary, list them selectively.
 Help students with the pronunciation key
in the glossary or dictionary as the need
arises.


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Final Draft

  • 3. 1. General Vocabulary- consists of words with acknowledged meanings in common usage.  2. Specialized vocabulary- is made up of words from everyday life, general vocabulary that takes on specialized meanings when adapted to a particular content area.  3. Technical Vocabulary- consists of words that have usage and application only in a particular subject matter field. 
  • 4. Words are labels for concepts however; a single concept represents much more than a single word.  What does it mean to know a word? Depends on how well we understand the relationships among direct experiences, concepts, and words.  Learning is much more intense and Meaningful when it develops through the child’s first hand experience. 
  • 5. Concepts create a mental image, which may represent anything that can be grouped together by common features or similar criteria: objects, symbols, ideas, processes and events. Common Element or relationship.  Concepts are similar to schemata!!  For EVERY concept there is an example!!! 
  • 6.  A graphic organizer is a diagram that uses content vocabulary to help students anticipate concepts and their relationships to one another in the reading material.
  • 7.       Analyze the vocabulary and list the important words Arrange the list of words Add to the Scheme vocabulary terms that you believe the students understand. Evaluate the organizer. Introduce students to learning tasks As you complete the learning task, relate new information to the organizer
  • 8.  Graphic organizers can be used to activate the student’s prior knowledge of the vocabulary words in the given assignment or study unit and also clarify their understanding of concepts as they study texts.
  • 9. To show the relationship in a thematic unit in a chapter or chapter subsection  To build a frame of reference for students as they approach new material  Activate prior knowledge of the vocabulary words in a text assignment or unit of study  Clarify their understanding of concepts as they study text 
  • 10. Word exploration is a writing to learn strategy that works well as a vocabulary activity.  A word exploration activity invites students to write quickly and spontaneously, a technique called free writing.  › The purpose of free writing is to get down on paper everything a student knows about a topic in just a few minutes. This activity will activate schema and long term memory.
  • 11.  Brainstorming, List-Group-Label, Word Sorts, Word Walls and Knowledge Ratings are also great activities to activate what students know about words.
  • 12.   Word walls provide easy access to words students need. The specific organization of the word wall will match the teacher's purpose. The most helpful word walls grow and change throughout the year and are used as a learning reference.
  • 13.  Knowledge ratings get readers to analyze what their prior knowledge is about the topic. Term Line Segment Ray Know It Heard it Not Much X X X
  • 14.  Sometimes students have a hard time knowing what certain words mean and how they are used in the materials they are reading. There are two strategies that help with clarifying what words mean and how they are used.
  • 15. Promotes long term acquisition of language in an academic discipline. Steps:  Divide the class into teams of two  Present the word each team has selected to the class ( where it’s found, what team thinks it means, why the team thinks class should learn it) 
  • 16. provides a framework for organizing conceptual information in the process of defining a word.  CD word map instruction supports vocabulary and concept learning by helping students internalize a strategy for defining and clarifying the meaning of unknown words. 
  • 17.   Students need many experiences, real and vicarious to develop word meaning and concepts. They need to use, test, and manipulate technical terms in instructional situations that capitalize on reading, writing, speaking, and listening. In having students to do these things, you create the kind of natural language environment that is needed to extend vocabulary and concept development. There are many activities that can be used to develop these skills.
  • 18.   RTI framework helps teachers plan lessons so that students can learn vocabulary concepts as they relate to their understanding of the text. RTI supports thoughtful vocabulary instruction that allows each student to experience growth  There are also some activities examples that help extend and reinforce vocabulary knowledge and concepts. Semantic Feature Analysis (SFA) – establishes a meaningful link between students’ prior knowledge and words that are conceptually related to one another. As a teaching activity, SFA is easily suited to before or after reading instructional routines. › › › › Categorization Activities Concept Circles Vocabulary Triangles Magic Squares
  • 19. Showing learners how to construct meaning for unfamiliar words encountered during reading helps them develop strategies needed to monitor comprehension and increase their own vocabularies.  Demonstrating how to use context, word structure, and the dictionary provides students with several basic strategies for vocabulary learning that will last a lifetime. 
  • 20. Constructing meaning from context is one of the most useful strategies at the command of proficient readers.  Showing readers who struggle how to make use of context builds confidence and competence and teaches the inquiry process necessary to unlock the meaning of troublesome technical and general vocabulary encountered during reading.  Typographic Clues, Syntactic and Semantic Clues, Logographic Cues are helpful tools to help struggling readers. 
  • 21. Readers who build and use contextual knowledge are able to recognize fine shades of meaning in the way words are used. They know the concept behind the word well enough to use that concept in different contexts.  Modified Cloze Passages  OPIN 
  • 22. Students pair off into groups but they complete a sentence exercise individually and once completed, convince their word choice is the best.  The best choice must have a reasonable defense.  OPIN reinforces the role of prior knowledge and experiences in the decisions the group makes.  EX- Charts and graphs are used to _____ information 
  • 23. In addition to emphasizing context as a vocabulary building strategy, showing learners how to approximate word meaning through word structure is another important aspect of vocabulary building.  A word itself provides information clues about its meaning. The smallest meaning in a word is called morpheme. Analyzing a words structure, morphemic analysis, is a secondary vocabulary building strategy that students can use to predict meaning. 
  • 24.    The uses of context and word structure are strategies that give struggling readers insight into the meanings of unknown words. Rarely does context or word structure help learners derive precise definitions from keywords. When a reader doesn’t understand the meaning of a word, the dictionary is a great resource for students. One way to make a dictionary functional resource is to use it to verify educated guesses about word meaning revealed through context or word structure.
  • 25. Help students determine the “best fit” between a word and its definition.  If you assign a list of words to look up in the dictionary, list them selectively.  Help students with the pronunciation key in the glossary or dictionary as the need arises. 