Tier 1 Vocabulary

Figure A2 displays the assigning a concept map task use case. When an instructor wants to assign a concept map task, he or she can set some attributes for the task. For example, the instructor can set task beginning date and due date. The instructor can choose to assign the concept map task to the registering student

Using a set of words will allow the teacher to give assessment throughout the week to determine which students are able to move to a new set of words, or requires more time on this set. By using groups of words, it also make it easy to send a list home with the students each week. If the teacher chooses to use pre-made card this will allow the use of a sentence containing the word, and also an opportunity to provide words for the students to choose form. This strategy will be beneficial for the special needs and ELL students, and yet still allow them to use the same card that the regular students are

I also include activities related to vocab words that I feel encompass what we have learned in each of the class discussions and homework activities. To demonstrate, I return to the example of women’s suffrage. In Chapter 4, in the book “When Everything Changed”, it discusses how women only received the right to vote in 1920. When women were granted this right, they voted on the basis of class, ethnicity, or regional loyalties. Therefore, the words I use in the activities include “equality,” “suffrage” and “discrimination” Additionally, Alice Paul was one of the heroines of the battle for suffrage, earning her a place in my crossword puzzle. Besides women’s suffrage, I also include activities that allow the individual to learn about important feminists who wanted to make a positive contribution to equality. This includes women such as, Betty Friedan, Gloria Steinem, Susan Anthony, Mary Wollstonecraft, Sojourner Truth, Simone Beauvoir, Elizabeth Stanton, Germaine Greer, and Lucy Stone. All the names included have been mentioned in either class discussions or homework, and we have analyzed their positive role. For example, Betty Friedan created NOW (National Organization of Women) and took the government to court for not enforcing the Civil Rights Act for sex discrimination. Individuals will learn about

Instructional strategies to assist tier 3 words are concept of definition and semantic feature analysis. Concept of definition is when the teacher makes connections to new words to known words. A word map is helpful in this process. The target word must be a part of a category, a specific content-area. Semantic feature analysis is similar to concept of definition, however in semantic analysis you are using a chart that lists members of the same category together. For example, if the topic were insect’s students would call out insect names to put in the chart, what they might have, for example; legs and

keep a running list of vocabulary throughout the year. By the end of the year, the list can be over

It is important to note that children from higher socioeconomic backgrounds have higher vocabulary words. I also enjoyed the different methodologies used to decreasing the gap. In the article, Words Wizards for All, I really appreciated the word wizard approach. I liked how the words are constantly available for the students to use and that the words are also explicitly taught in an accessible manner. In the article Rationale for Vocabulary Instruction, I appreciated the approaches to make words come to life. This includes but not limited to exposure through context and explicitly teaching words. Including in this is an informal assessment process in which uses the level of knowledge in which the student knows individual words. I think this is important for vocabulary acquisition to see how well students are grasping and comprehending the

In the article, it is evident that rare words expand the vocabulary knowledge of children, prompt them to ask questions and accelerates the development of their reading comprehension skills. (Dickinson et al. 2003, p. 15). Discussions in the classroom produce opportunities for teachers to clarify the meanings of the words, repair misunderstandings of new words, as well as extend the children’s knowledge of them. (Collins, 2012, p. 16). By using sophisticated words children become aware of the possibility that they can misinterpret a word, which is important because it prompts them to check their understanding of the words they use. (Collins, 2012, p. 18). Children also begin to realize that certain words can have multiple meanings and thus can be used in different contexts. Exposure to sophisticated vocabulary can be developed in different settings such as small group play, mealtime or during story time. Children gain knowledge of the words used from other children and the teacher, and also compare their own understanding to new information that other children or the teacher provides. (Collins, 2012, p. 20). Research has shown that the use of complex words during play by the teacher contributes to children’s reading comprehension in the fourth grade. (Dickinson and Porche, 2011, p. 15). Hence, exposing children to sophisticated words at an early age provides them with a richer vocabulary, improved reading comprehension and stronger literacy development.

Read the book Good Enough to Eat: A Kid’s Guide to Food and Nutrition by L. Rockwell

Next was a vocabulary matching game. Using Vocabulary.com, I created a list of forty vocabulary words each having a

Text Mapping allows students to map out their thoughts and use them as resources in the future. This strategy can be geared to each level and can apply to multiple different text types. After the teacher models how to use the text mapping sheet, students will be able to do it on their own. Students are learning how to manipulate text to determine the important aspects. After the student learns how to use the strategy, they will be able to apply the strategy to further readings.

The teacher will use interactive whiteboard to teach how to brainstorm ideas by drawing a concept map using ICTs. In groups, students have the options either create a concept map through illustration or using ICTs. Louis will learn from peer modelling and will be supported by more capable peers. A concept map created in groups will be collected in two weeks. In the next reading activity, Louis then needs to explore key ideas and create his own concept map based on the previous group concept map activity. Extra task time can be granted (but no later than in two weeks), if Louis finds it difficult to finish within the class time. Once Louis finish his concept map, he then needs to pair up with a partner (ie. ideally a more capable student) to show each other’s work. In one lesson, they need to discuss, explain and provide written feedback on each other’s work. Based on peer comments, Louis modify and add adjustment if needed to his concept map. By the end of Term 1, Louis will be able to actively participate in collaborative brainstorming activities to explore ideas in reading and writing

This paper reviews the research on best practices for teaching academic vocabulary within the classroom. The different types of academic vocabulary are defined. The common themes presented are the importance of limiting the number of vocabulary words chosen for instruction, providing direct instruction of vocabulary, providing students with multiple exposures to words, and creating word rich environment within the classroom. The paper concludes with personal reflection of the author and implications for professional instructional practices.

For many years, teachers have worked to make their students become more proficient in their reading abilities. To make students more proficient readers, teachers work to create a more extensive vocabulary as many researchers say it is needed to better one’s vocabulary skills (Constantinescu, 2007). The primary method teachers have used when teaching vocabulary is explicit instruction which includes mentioning the definition and expecting students to remember the word meanings (Kennedy, Deshler, & Lloyd, 2013). Instead of continuing to use explicit instruction to teach vocabulary, educators should use untraditional methods of teaching such as the use of technology to enhance their methods of teaching vocabulary to better all students.

Other questionnaires were given to 13 English teachers in the language centre. All of them are experienced in teaching English. They were asked to give some effective techniques that they use in teaching vocabulary.

Whereas according to Richards and Renandya (2002) (as cited in Rohmatillah, 2014), vocabulary is a core component of language proficiency and