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Strategies for Vocabulary Independence

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Joyce Aguilo

on 9 April 2013

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Transcript of Strategies for Vocabulary Independence

Word Map 0 + - = 9 8 7 1 2 3 4 5 6 c Vocabulary Note-Taking Guide A note-taking scaffold has multiple advantages in that it provides:
(1) an advance organizer of the most essential lesson terms,
(2) accountability for active student engagement during the lesson,
(3) a reference for later rehearsal and study. Verbal and Visual Word Association Step 1: Draw a square with four boxes in it. Write the vocabulary word in the upper left box and the definition in the lower left box.
Step 2: Write a personal association for the word in the upper right box.
Step 3: In the lower right box, write a word describes the opposite of the vocabulary word. Vocabulary Self-Collection 1. Student teams identify a word or term important for
learning content area information. Teacher identifies one word or term.
2. Teacher writes the words on the chalkboard as teams
give definition from context.
3. Class members add any information they can to each
definition.
4. Teacher and students consult external references
for definitions that are incomplete or unclear.
5. Students and teacher discuss and narrow the list for
a predetermined number of words for a final class list.
6. Students record the class list with agreed-upon
definitions.
7. Class list words are used in extension activities and class
tests. References Baldwin, R., Bean, T., and Readence, J. (2011). Content area literacy: An integrated approach. United States: Kendall Hunt Publishing Company.

Feldman, K. and Kinsella, K. (2005). Narrowing the language gap: The case for explicit vocabulary instruction. New York: Scholastic Professional Paper.

Richards, M. (2009). Developing academic vocabulary independently (DAVI): A usability study. Iowa State University.



Strategies for Vocabulary Independence T
O
A
S
T Strategy Modification Omit the non-example
Replace with a visual association of the word in the upper right box.
Write the personal association in the lower right box. A visual representation of a definition displaying three categories of semantic knowledge: (a) the general class to which the concept belongs; (b) the primary properties of the concept and how these properties distinguish it from other members of the class; and (c) examples of the concept. animal REPTILE lizards alligators snakes cold-blooded lays eggs breathes air Word Map for "Reptile" est rganize nchor ay est Joyce Aguilo
9 April 2o13
ED-462-01 Word Synonym/ Definition Example/Showing Sentence accurate, adj. reliable, adj. true, exact, precise dependable, someone you can count on Rumors are often not __________________. information. Image of tabloid headline, “Elvis is alive!!” Our newspaper is always delivered by 6:00 A.M.; our carrier Luis is very___________. Image of a newspaper on the front porch. The Role of Context In Vocabulary Acquisition Learners need to encounter target vocabulary in a context containing 95-98% known words if they are to be able to gain it incidentally.
Pedagogical contexts are specifically designed to help students accurately guess the meaning of unknown vocabulary, but natural contexts range widely in how informative they are about the meaning of unfamiliar words
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