Professional Documents
Culture Documents
Vocabulary
Comprehension
Reading Reading comprehension is a complex cognitive process that cannot be understood without a clear description of the role that vocabulary development and vocabulary instruction play in the understanding of what has been read.
NRP, 2000
What Wh t to t d do? ?
Teach vocabulary early, often, often and never stop!
What do we see presently in schools.
Direct Learning g
Learning word meanings Word learning strategies Using reference tools Identifying Id tif i word d parts t Using context clues
Tier 2
Mature language Instruction in these words will lead to significant vocabulary increases
Tier 3
Frequency of use is quite low. Connected to a particular subject area or domain. Best learned as the need arises larvae, aphids, isomorphism, polygon peninsula, polygon, peninsula cholesterol , etc.
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baby, clock, happy, jump, hop, slide, girl, boy dog, boy, dog etc. etc
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Tier 2
humans upright bored gorilla ill social dangerous g Africa South America Asia
Tier 3
gibbon ibb orangutan rainforest grasslands mammals primates
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Mammals
Word
Examples
humans
apes
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Context Clues
Read these sentences from the passage. Away from their home, they could get bored and upset. Zoo keepers build special climbing walls, and new toys and games games, to keep the primates happy and interested. Choose the word that means the OPPOSITE of bored. A. dangerous B interested B. i t t d C. smart p D. upset
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Authors Intent
Story/Poem
To tell (with a scary y story, y, To entertain (
humorous story)
Article
To teach To show ( (effects, , similarities/differences) ) To inform To give facts To make it clear To persuade/convince To explain To demonstrate To give an account of (biographies) To develop (a setting, an idea, a character) To encourage g
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Main Idea = Authors Purpose
.
Example: Q: Why did the author write this article? A: The author wrote this article to give facts about elephants living in central Africa.
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big
undersized life-size diminutive colossal
Order these words along the continuum shown above. Are there words below that should be placed beyond small and big? Are there other words d that th t you could ld add? dd? (These (Th words d may differ diff according di to t content/situation.)
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W d Jars Word J
C Compound d Words W d Affi Affixes H Homophones h
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W d Jars Word J
Multiple-meaning p g words Descriptive Language Primate Words
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References:
Allen, Janet. 1999. Words, Words, Words: Teaching Vocabulary in Grades 4-12.Strenhouse Publishers. Portland, Maine. Edit d by, Edited b Baumann, B James, J & Kameenui, K i Edward.2004. Ed d 2004 Vocabulary V b l Instruction: I t ti Research R h to t Practice. P ti Guilford G ilf d Press, New York, NY. Bear, Donald, Invernizzi, Marcia, Templeton, Shane, & Johnston, Francine. 2004. Pearson, Merrill Prentice Hall. Upper Saddle, New Jersey. B k I Beck, Isabel, b l K Kucan, Li Linda, d Mckeown, M k Margaret. M 2002. 2002 Bringing B i i Words W d to Life: Lif R Robust b V Vocabulary b l I Instruction. i Guilford Press. New York, NY. Brand, Max.2004. Word Savvy: Integrated Vocabulary, Spelling & Word Study Grades 3-6.Strenhouse Publishers. Portland, Maine. Division Di i i of f Language L Arts/Reading.2000. A /R di 2000 Wild Ab About Words: W d A Teachers T h Desktop D k Vocabulary V b l Handbook. H db k MiamiMi i Dade County Public Schools. Fountas, Irene, Pinnell, Gay Su. 1998. Word Matters: Teaching Phonics and Spelling in the Reading/ Writing Classroom. Heinemann. Portsmouth, NH. Fountas, Irene, Pinnell, Gay Su. 2001. Guiding Readers and Writers Grades 3-6: Teaching Comprehension, Genre, and Content Literacy. Heinemann. Portsmouth, NH. http://www.FCRR.org http://languageartsreading.dadeschools.net
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