Vocabulary

** What it is: **  Vocabulary is words, but it’s not as simple as just ‘knowing’ or ‘not knowing’ a word. There are three different types of vocabulary.  • Academic Vocabulary- “Is the language that is important and common in schools and not very common in everyday conversations, at least outside academic contexts”.  • Receptive Vocabulary- “Refers to vocabulary one can understand”.  • Expressive Vocabulary- “Refers to vocabulary one can use”.   (Vocabulary and Morphology PowerPoint, 2011)  ** Why is it important: **  Vocabulary is important for the development of literacy because there is an association between vocabulary, reading comprehension, perceived intelligence, and content learning (Vocabulary and Morphology PowerPoint, 2011). The relationships between these areas are causal at some point in time. As students learn more vocabulary, they will be better equipped to comprehend new text.  ** How it is expected to develop: **  Vocabulary will develop over time and with exposure. The earliest stage is no vocabulary knowledge, which will advance to a general sense of meaning of new words. Later on, a more context-bound knowledge of vocabulary will have formed. Here a student would be able to use a word in context. Next, an understanding of the definition, but not how to appropriately utilize it in a situation, develops. Lastly, the full understanding of how words are related to one another and their meanings develops. In this final stage students can both define and properly use a vocabulary word.   (Beck, McKeown, & Omanson, 1987)  <span style="margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">** How it can be assessed: ** <span style="margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none; text-indent: .5in;"> When assessing a students vocabulary knowledge it is important to consider the following: <span style="margin-bottom: .0001pt; margin-bottom: 0in; mso-add-space: auto; mso-layout-grid-align: none; mso-list: l2 level1 lfo3; mso-pagination: none; tab-stops: 11.0pt .5in; text-autospace: none; text-indent: -.25in;"> · The goal and purpose for your assessment. <span style="margin-bottom: .0001pt; margin-bottom: 0in; mso-add-space: auto; mso-layout-grid-align: none; mso-list: l2 level1 lfo3; mso-pagination: none; tab-stops: 11.0pt .5in; text-autospace: none; text-indent: -.25in;"> · Using authentic measures. <span style="margin-bottom: .0001pt; margin-bottom: 0in; mso-add-space: auto; mso-layout-grid-align: none; mso-list: l2 level1 lfo3; mso-pagination: none; tab-stops: 11.0pt .5in; text-autospace: none; text-indent: -.25in;"> · The depth of understanding the student has of the word(s). <span style="margin-bottom: .0001pt; margin-bottom: 0in; mso-add-space: auto; mso-layout-grid-align: none; mso-list: l2 level1 lfo3; mso-pagination: none; tab-stops: 11.0pt .5in; text-autospace: none; text-indent: -.25in;"> · The connection between vocabulary and comprehension. <span style="margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;"> <span style="margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;"> <span style="margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;"> (Bean, R. M., & Swan, A.,2006) <span style="margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;"> <span style="margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">** Instructional Strategy: ** <span style="margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none; text-indent: 48.0pt;"> To assess a students knowledge, using an informal measure is beneficial to the student, because it does not put the same pressure on the learner as a test would. Using a self-evaluation on a list of vocabulary is helpful because the teacher can find appropriate words for a specific student. There are a lot of different components to consider when evaluating this concept, one example being analogy. With analogy you’re comparing how a word is related to other words. <span style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; mso-layout-grid-align: none; mso-list: l1 level1 lfo2; mso-pagination: none; tab-stops: 11.0pt .5in; text-autospace: none; text-indent: -.5in;"> • Example: Office is to working, as kitchen is to cooking. <span style="margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;"> <span style="margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;"> These easy analogies help students understand different meanings of their vocabulary. <span style="margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;"> <span style="margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">