1. Vocabulary development Module 7 EDC 533 Dr. Laurie A.
Henry
2. Words fill our lives Students encounter between 50,000 to
100,000 words during their school years Vocabulary acquisition
increases by approximately 3,000 to 5,000 words per year Reading
vocabulary of 25,000 by 8th grade Reading vocabulary of at least
50,000 by 12th grade
3. Vocabulary Instruction Blachowicz and Fisher (2000) suggest
four guidelines for vocabulary instruction: 1. Be actively engaged
in understanding words and related strategies 2. Personalize their
vocabulary learning 3. Be immersed in words 4. Develop vocabularies
through repeated exposures from multiple sources of
information
4. Balance Balancing explicit instruction and learning from the
context is key Instruction should be meaningful to students Help
students make connections to their own background knowledge Provide
multiple exposures to words through a variety of instructional
techniques
6. Context Clues Definition Clue: connects the unknown word to
a known word or words Example/Illustration Clue: provides a model
or picture that shows the meaning of the word Comparison/Contrast
Clue: provides information about something similar or something
different from the unknown word Logic Clue: provides a
common-sense/contextual connection to the unknown word Cause/Effect
Clue: the reason/result relation allows the reader to predict the
words meaning Mood/Tone Clue: description of the mood related to
the word allows readers to predict the words meaning
7. Graphic organizers Visual representations of ideas Visual
design helps student remember types of information associated with
the word or concept Can be used to prompt discussions Prompt
further oral or written summaries Semantic maps, semantic question
maps, concept of definition, feature analysis chart, structural
analysis, etc.
8. Semantic map Activates prior knowledge Organizes knowledge
about a specific topic Free form based on students responses Used
before, during, and after reading Indicator of what students know
(background knowledge) Provide a starting point for teaching Add
information throughout a unit of study Use as a summative
assessment to determine student learning
9. Semantic map
10. Definition map Helps students construct meaning by making
connections between prior knowledge and new topics Includes a
definition, description, examples and non- examples Used before,
during and after reading Can be used to prompt students to provide
an oral or written summary of important key concepts
11. definition map
12. Structural analysis Helps students understand words and
their meanings Analysis of word structures (prefixes, roots, and
suffixes) Students break down and examine each part of a word to
determine meaning
13. Student self-selection Students choose the strategies that
best help them learn new vocabulary Helps students take ownership
of their own learning Motivates students to monitor their own
understanding and learn new words Vocabulary bookmarks
Self-collection strategy
14. General principles Teaching should demonstrate interest and
excitement for vocabulary Lessons should encourage connections Some
words have multiple meanings Instruction should incorporate
multiple exposures to words Provide opportunities for students to
use vocabulary in multiple, meaningful ways Teach structural
analysis related to specific content areas Focus on depth of
understanding rather than coverage of vocabulary
15. General principles Use multiple texts and multiple
resources that address the same topic Vocabulary teaching may need
to be adapted based on different content area concepts Students use
of vocabulary should cut across the curriculum (develop a common
vocabulary)