Report in vocabulary development
- 2. LOVE I LOVE YOU UNFATHOMABLE LOVE OF GOD I LOVE TO TEASE YOU I LOVE TO IGNORE YOU.
- 3. “Words so innocent and powerless as they are, standing in a dictionary; how potent for good and evil they become in the hands of one who knows how to choose and combine them.” Nathaniel Hawthorne
- 4. A large vocabulary is more specifically predictive and reflective of high levels of reading achievement. REPORT OF THE NATIONAL READING PANEL(2000) “ The importance of vocabulary knowledge has long been recognized in the development of reading skills. As early as 1924, researchers noted that growth in reading power relies on continuous growth in word knowledge.”
- 5. THE AMERICAN HERITAGE DICTIONARY defines vocabulary as “the sum of words used by, understood by, or at the command of a particular person or group.”
- 6. UNDERSTAND USES Major way which we “use” vocabulary Is when we speak and write. These are called EXPRESSIVE VOCABULARY. -use to express ourselves. When we “understand” vocabulary Its when we listen to speech and when we read. These are called RECEPTIVE VOCABULARY. -used to refer to listening and speaking vocabularies. back
- 7. meaning meaning meaning NEXT
- 8. -refers to the combination of listening and speaking vocabularies. Children are involved in this process, words that they understand when they hear them and that they can use in their speech. (back)
- 9. -involves reading and writing skills upon entering school. -children needs to acquire a basic knowledge of how printed letters relate to the sounds of spoken words. -acquisition of decoding skills leads to rapid expansion of literate vocabulary. back
- 10. LISTENING SPEAKING READING WRITING Fostering improvement in one aspect has the potential for fostering improvement in another.
- 11. Scarborough(2001) reviews -children who enter kindergarten with weak language skills are likely to encounter difficulty in learning to read. Hart and Risley (1995) -studio on the variation of the amount of talk that took place between parents and children from family to family. study
- 12. KIND FAMILY a. High Socioeconomic status. b. Professional parents c. Working class d. Welfare families CUMULATIVE VOCABULARY a. 16 times more language stimulation. b. 1, 100 words c. 650 words d. 400 words
- 13. Use “instructional” read-aloud events. Provide direct instruction in the meanings of clusters of words and individual words. Systematically teach students the meaning of prefixes, suffixes and root words. Link spelling instruction to reading and vocabulary instruction. Teach the effective, efficient, realistic use of dictionaries, thesauruses, and other reference works. Teach, model, and encourage the application of a word-learning strategy. Encourage wide reading. Create a keen awareness of and a deep interest in language and words. end
- 14. Becoming a Nation of Readers(Anderson et. Al 1985) “The single most important activity for building the knowledge required for eventual success in reading is reading aloud to children” (Elley, 1989; Leong and Pikulski, 1990; Robbins and Ehri, 1994) Elley strongly suggested that vocabulary growth was much greater when teachers discussed even if briefly the meanings of the words in addition to just reading the books aloud. back
- 15. Level I Words- “conversational speech” Ex. House, girl, cat, up, umbrella, etc. Level II Words- “academic vocabulary and as instructional vocabulary” Ex. Perspective, generate, initiate, intermediate, calculation, etc. Level III Words- “technical vocabulary” Ex. Digraph, diphthong, metacomprehension, etc. Level IV Words-”rare and esoteric” Ex. Majuscule-(capital letter), xanthodont-(one who has yellow teeth like a rodent), noctuary- (an account of what happens in a night.) o next
- 16. To facilitate the comprehension of a text that students will be assigned to read. To increase the number of words that students know and can use in a variety of educational, social, and work-related areas. back
- 17. Examination of how spelling patterns reflect meaning leads to vocabulary growth. Ex. bomb/bombard; muscle/muscular; compete/competition Words in each pair are related in meaning. back
- 18. back
- 19. “LINGUAPHILE” One who loves language.