Vocabulary

 Vocabulary
 * word choice is a powerful communicated tool, especially in written language
 * vocabulary size is correlates to academic success
 * 1) perceived intelligence
 * 2) content learning
 * 3) reading comprehension
 * ties to writing, speaking and comprehension

Different Kinds of Vocabulary:
 * 1) Academic Vocabulary: important and common words in school that are not very common in daily conversations.
 * 2) Receptive Vocabulary: words that one can __understand.__
 * 3) Expressive Vocabulary: (aka productive vocabulary) refers to words that one can __use.__

Different Stages of Learning a Word:
 * 1) No Knowledge
 * 2) General Sense: mendacious is a negative word.
 * 3) Narrow, context bound knowledge: radiant bride is beautiful but unable to describe an individual in a different context as radiant.
 * 4) Having knowledge of a word unable to recall it readily to use in appropriate situations
 * 5) Rich, de-contextualized knowledge of words meaning, relationship to others, metaphorical uses.

How vocabulary is learned:
 * Children learn majority of their vocabulary incidentally.
 * Repetition of words helps the learning process.
 * Lessons containing worthwhile reading and stimulating discussions also helps the process.
 * Vocabulary strategies: learning how to learn words
 * Word consciousness: increased interest in words
 * Direct instruction
 * Exposure
 * Select words carefully
 * Without direct instruction through reading and rich language environment
 * Contextual Analysis: context around word to figure out the meaning
 * Morphological Analysis: parts of words to figure out the meaning
 * Lexical Resources: tools such as a dictionary to figure out the meaning

Three-Tiered Words
 * 1) Tier 1: common words known by most children: happy, baby, etc.
 * 2) May need to teach to ELL students
 * 3) Tier 2: high frequency words for mature language users: absurd, coincidence, etc.
 * 4) Target words: broadly useful
 * 5) Tier 3: Words in specific domains: isotope, lathe, peninsula

Word Consciousness: (Vocabulary, Slide #11)
 * Students notice when they hear or read an unfamiliar word.
 * Students want to learn the meaning of unfamiliar words.
 * Students are interested in words, like to play with words, think about how words are related, “love” or “like” certain words.

Issues for SLLs:
 * Working to develop vocabulary in native language as well as second language.
 * Acquiring academic vocabulary more challenging than everyday vocabulary.
 * Vocabulary knowledge in one language can help develop vocabulary in another. (Knowing concepts behind the word)
 * Idioms and multiple meaning words pose challenges.
 * Cognates of some words may not be cognates in another language.

Vocabulary Assessment: Third-Grade Fall Vocabulary Assessment Directions: Listen 10 the teacher read the word to you. Then decide what color you will use to fill in the first box beside the word. Color the box red if you have never heard this word blue if you have heard the word but are not sure of its meaning yellow if you know what the word means If you have colored a box yellow, then in the box beside it, show that you know what the word means by drawing a symbol or picture, writing a definition in your own words, or writing words that have similar meanings.
 * Word || Color || Show That You Know It ||
 * anger ||  ||   ||
 * article ||  ||   ||
 * basketball ||  ||   ||
 * bonnet ||  ||   ||
 * bulb ||  ||   ||
 * canyon ||  ||   ||
 * chalk ||  ||   ||
 * chunk ||  ||   ||
 * clue ||  ||   ||
 * court ||  ||   ||
 * command ||  ||   ||

Vocabulary PowerPoint Slides: