Five Types of Vocabulary
Listening Vocabulary: Words a person understands when listening to people speak
Speaking Vocabulary: Words you use when you talk (smaller than your listening vocabulary)
Writing Vocabulary: Words you use when you write.
Sight (Reading) Vocabulary: Words a student can recognize and correctly pronounce
Meaning (Reading) Vocabulary: Words a student understands while reading silently
Listening Vocabulary: Words a person understands when listening to people speak
Speaking Vocabulary: Words you use when you talk (smaller than your listening vocabulary)
Writing Vocabulary: Words you use when you write.
Sight (Reading) Vocabulary: Words a student can recognize and correctly pronounce
Meaning (Reading) Vocabulary: Words a student understands while reading silently
Assessing Vocabulary Development
Assessing Word Meaning
Use a Word in Sentence Format: Vocabulary word appears underlined in a sentence.
Choose a Synonym: Find a synonym to vocabulary word
Analogies: Relationship of words (happy is to sad as black is to ________)
Match Definition to Word: List of words with a list of definitions
Tests of Morphemic Analysis:
Identify common prefixes and suffixes in words.
Ex) What is a test, what is a pretest?
Assessing Word Meaning
Use a Word in Sentence Format: Vocabulary word appears underlined in a sentence.
Choose a Synonym: Find a synonym to vocabulary word
Analogies: Relationship of words (happy is to sad as black is to ________)
Match Definition to Word: List of words with a list of definitions
Tests of Morphemic Analysis:
Identify common prefixes and suffixes in words.
Ex) What is a test, what is a pretest?
Teaching Vocabulary
Independent Reading
Teaching Meanings of Specific Words
Students can master about nine words a week (350 a year); explicitly stating definitions of vocabulary is the worst way to teach students new words
Cluing Technique (Semantic clues):
Semantic Mapping:
Independent Reading
Teaching Meanings of Specific Words
Students can master about nine words a week (350 a year); explicitly stating definitions of vocabulary is the worst way to teach students new words
Cluing Technique (Semantic clues):
- Using target word in a sentence.
- Describe the characteristics of word in second sentence.
- Define sentence in a language students will understand.
- Fourth sentence asks a question using the target word.
Semantic Mapping:
- Write the word in the center and students describe characteristics related to the target word.
- Students characterize words into various groups of shared characteristics.
Teaching Word Learning Strategies: Contextual Analysis
Teaching Students to Identify Five Types of Contextual Cues
Ex) During break, Mac fell on the _____________ and skinned his knee. (cat, rug, asphalt )
Teaching Word Learning Strategies: Morphemic Analysis (Structural Analysis)
Through Definition:
Morpheme (two types)
A Format for Teaching Prefixes, Suffixes, and Root Words
You can use whole-to-part or part-to-whole approach:
Encouraging Word-Consciousness
Teaching Students to Identify Five Types of Contextual Cues
- Definition of contextual cues: Definition given in the text. (Ex. A philanthropist is someone who uses his wealth and power to help charitable causes)
- Synonym of contextual cues (Ex. The philanthropist, or the altruist, helped out many people)
- Antonym of contextual cues (Ex. Definitely not an opponent, Sharon was a philanthropist.)
- Example contextual cues (Ex. Abraham Becker and Carlson Decker are both shining examples of a philanthropist.)
- General contextual cues: Words spread across sentences that help the reader figure out the word.
Ex) During break, Mac fell on the _____________ and skinned his knee. (cat, rug, asphalt )
Teaching Word Learning Strategies: Morphemic Analysis (Structural Analysis)
Through Definition:
Morpheme (two types)
- Some words
- Affixes (prefixes and suffixes)
- Prefixes and suffixes that can't occur alone (Ex. un, -est)
- Can occur alone (Ex. test)
A Format for Teaching Prefixes, Suffixes, and Root Words
You can use whole-to-part or part-to-whole approach:
- Display several sentences with the same prefix, suffix or root word.
- Reread underlined target words and identify common characteristics
- Facilitate with students to find the meaning of the prefix, suffix, or root word
- Have students come up with words using the given prefix, suffix, or root word
Encouraging Word-Consciousness
- Synonyms and Antonyms: Give students five synonyms (or antonyms) of the target word and mix them with five unrelated words.
- Word of the Day: Discuss the meaning of a word in class
- Idioms and Puns
45. Mr. Hogan wants to do a better job of teaching meaning vocabulary. He realizes that there are many words in the English language that his fifth graders don't know. Which words should he select for his meaning vocabulary lesson?
a. Words that are topically related to each other and words needed to comprehend reading selection.
b. The best idea is to proceed in alphabetical order. First, teach words that begin with A, then proceed to words that begin with B.
c. Select the words the children are most interested in learning.
d. He should start by teaching the meanings of the words his students already know because that will help them learn key strategies for learning words they don't know.
46. Mr. Warrior teaches fifth grade. He has a student, John, who needs to increase his meaning vocabulary. John seems to learn the meanings of the words Mr. Warrior directly teaches. John, however, "falls apart" when he comes to a word he does not know when he is reading independently. Mr. Warrior should:
a. Teach John the meanings of common prefixes and suffixes.
b. Give Fred the responsibility of creating the semantic feature analysis charts that Mr. Warrior will use in the lessons.
c. Work on inferential comprehension through a gradual release of responsibility model.
d. Tell John to use contextual clues to unlock the meanings of unknown words.
47. Mr. Booker T wants his fourth graders to use context to unlock the meanings of words they do not know. He will plan activities that will help his students use semantic clues, which are:
a. The meanings of surrounding words.
b. Clues based on word order.
c. Inappropriate for fourth graders because they lack depth needed for students to succeed.
d. A part of morphemic analysis.
48. Mr. Lesner has decided to use a semantic map to teach his children the meanings of three words they will encounter during a reading assignment in their social studies textbook. During the lesson, the students will:
a. Learn the difference between derivation and inflectional suffixes.
b. Look at a list of attributes for the three words and then decide whether each attribute fits each word.
c. Write each word in some sort of personal dictionary.
d. Use diagrams to organize words and phrases that define each word.
49. Mr. Zayn wants his seventh-grade students to know how to use morphemic clues to unlock the meanings of words they do not know. He should teach:
a. The importance of reading every word in a text.
b. The meanings of Greek and Latin-based root words.
c. How to increase reading fluency.
d. How to divide words into syllables.
50. Bonus question. If you are in San Francisco, you get a dinner and Joey buys. if you're in San Diego, you get pretzels courtesy of Ron. All of the teachers, principals, and students used in the content questions come from what?
(Submit via homepage before Joey takes his RICA on 2/23/2018)
a. Professionals (Teachers, student teachers, SDSU, and SFSU staff)
b. Professional wrestlers
c. Professional RICA faculty
d. Professional showmen (Performers)
a. Words that are topically related to each other and words needed to comprehend reading selection.
b. The best idea is to proceed in alphabetical order. First, teach words that begin with A, then proceed to words that begin with B.
c. Select the words the children are most interested in learning.
d. He should start by teaching the meanings of the words his students already know because that will help them learn key strategies for learning words they don't know.
46. Mr. Warrior teaches fifth grade. He has a student, John, who needs to increase his meaning vocabulary. John seems to learn the meanings of the words Mr. Warrior directly teaches. John, however, "falls apart" when he comes to a word he does not know when he is reading independently. Mr. Warrior should:
a. Teach John the meanings of common prefixes and suffixes.
b. Give Fred the responsibility of creating the semantic feature analysis charts that Mr. Warrior will use in the lessons.
c. Work on inferential comprehension through a gradual release of responsibility model.
d. Tell John to use contextual clues to unlock the meanings of unknown words.
47. Mr. Booker T wants his fourth graders to use context to unlock the meanings of words they do not know. He will plan activities that will help his students use semantic clues, which are:
a. The meanings of surrounding words.
b. Clues based on word order.
c. Inappropriate for fourth graders because they lack depth needed for students to succeed.
d. A part of morphemic analysis.
48. Mr. Lesner has decided to use a semantic map to teach his children the meanings of three words they will encounter during a reading assignment in their social studies textbook. During the lesson, the students will:
a. Learn the difference between derivation and inflectional suffixes.
b. Look at a list of attributes for the three words and then decide whether each attribute fits each word.
c. Write each word in some sort of personal dictionary.
d. Use diagrams to organize words and phrases that define each word.
49. Mr. Zayn wants his seventh-grade students to know how to use morphemic clues to unlock the meanings of words they do not know. He should teach:
a. The importance of reading every word in a text.
b. The meanings of Greek and Latin-based root words.
c. How to increase reading fluency.
d. How to divide words into syllables.
50. Bonus question. If you are in San Francisco, you get a dinner and Joey buys. if you're in San Diego, you get pretzels courtesy of Ron. All of the teachers, principals, and students used in the content questions come from what?
(Submit via homepage before Joey takes his RICA on 2/23/2018)
a. Professionals (Teachers, student teachers, SDSU, and SFSU staff)
b. Professional wrestlers
c. Professional RICA faculty
d. Professional showmen (Performers)