Developing Vocabulary and Concepts Chapter 8 Copyright Allyn

Developing Vocabulary and Concepts Chapter 8 Copyright © Allyn & Bacon 2011 This multimedia product and its content are protected under copyright law. The following are prohibited by law: Any public performance or display, including transmission of any image over a network; Preparation of any derivative work, including the extraction, in whole or in part, of any images; Any rental, lease, or lending of the program.

Frame of Mind n Why should the language of an academic discipline be taught within the context of concept development? n What are the relationships among experiences, concepts, and words? n How can a teacher activate what students know about words and help them make connections among related words? Copyright © Allyn & Bacon 2011

Frame of Mind n How do graphic organizers help students to anticipate and understand important concepts in content area texts? n How do activities for vocabulary and concept development help students refine their knowledge of special and technical vocabulary? Copyright © Allyn & Bacon 2011

Frame of Mind n How can knowledge of word structure help students to understand

Key Terms Brainstorming Categorization activities Closed word sorts Concept circles Context- and definitionrelated activities n General vocabulary n Graphic organizer n Knowledge ratings n n n List-Group-Label Magic squares Modified cloze Open word sorts OPIN Semantic feature analysis n Semantic word maps n Technical vocabulary n Word exploration n n n Copyright © Allyn & Bacon 2011

Constructing a Graphic Organizer n Analyze the vocabulary of the learning task. n Arrange the list of words until you have a scheme that shows the interrelationships among the concepts. n Add to the scheme vocabulary. Copyright © Allyn & Bacon 2011

Constructing a Graphic Organizer n Evaluate the organizer. n Introduce the students to the learning task by showing them the scheme. n As you complete the learning task, relate new information to the organizer where it seems appropriate. Copyright © Allyn & Bacon 2011

Tips for Effectively Implementing Graphic Organizers n Be consistent when implementing graphic organizers. n Use graphic organizers to coherently depict relationships among concepts. n Seek creative ways to integrate graphic organizers across content areas and throughout different stages of a lesson or unit. Copyright © Allyn & Bacon 2011

Activating What Students Know about Words n Word Exploration n Brainstorming n List-Group-Label /

Vocabulary Self-Collection Strategy (VSS) n Divide the class into nominating teams of two to five students. n Present the word that each team has selected to the entire class. Where is the word found in the text? n What do the team members think the word means? n Why did the team think the class should learn the word? n Copyright © Allyn & Bacon 2011

Reinforcing and Extending Vocabulary Knowledge and Concepts n Semantic Feature Analysis (SFA) n Categorization Activities n Concept Circles n Context- and Definition-Related Activities n Magic Squares Copyright © Allyn & Bacon 2011

Vocabulary-Building Strategies n Using context to approximate meaning n Typographic clues n Syntactic and

Vocabulary-Building Strategies n Context-related activities Modified cloze passages n OPIN n Word structure n

Types of Syntactic and Semantic Contextual Clues n Definition n Linked synonyms n Direct description n Examples n Modifiers n Restatements n Contrast n Cause and effect n Mood and tone Copyright © Allyn & Bacon 2011

Tips for Using the Dictionary as a Strategic Resource n Help students determine the “best fit” between a word and its definition. n If you do assign a list of words to look up in a dictionary, choose them selectively. n Help students with the pronunciation key in a glossary or dictionary as the need arises. Copyright © Allyn & Bacon 2011