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Transcript of Cross-Curricular Vocabulary
How Many Words Do You Really Need?
Two Historical Options:
Random Vocabulary: pre-made lists, memorized out of context. There are clear problems with this.
Culling Vocabulary: Teachers would create the lists from the narrative and informational texts that the students were working with. While it sounds better, this also has its problems.
But Wait, There's More!
“The vocabulary gap for many students is so large that it is difficult to identify where to begin [to fix it].”
Have you experienced this yet?
Ch. 3: Word for Word
“The vocabulary demands on students skyrocket during the secondary school years, ballooning to an estimated 88,500 words” (38).
“it is estimated that every day speech consists of only 5,000-7,000 words."
(It's inconceivable if you haven't)
So What Do We Do?
First, understand the differences between various words.
: Label words can usually be determined through context clues, and are not critical to understanding. Concept words are more difficult and are critical.
What a student already knows is just as important as what he or she is learning. If they have never seen a mountain, then it is a lot to ask that they comprehend a valley.
: One meaning that is common across multiple fields.
: Common across multiple fields, but may have multiple meanings.
: Unlikely to be found outside of highly specific circumstances
Four principles for effective vocabulary instruction
1. Be actively involved in word learning.
2. Make personal connections.
3. Be immersed in vocabulary.
4. Consolidate meaning through multiple sources.
Strategies We Can Use:
Specialized Word Lists
Structural Word Analysis
Focusing On Words With Multiple Meanings (run has 69 definitions)
Noticing Subtle Differences in Meaning (
Vocabulary as Parts of Speech