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)

Good example of VSS
Strategy is the flash
card method with the
word on the
front, definition on
back, and also adding
a picture is helpful.

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 learner s 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.


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.
