005 Understand Vocabulary Development

grouping words based on conceptual categories

paraphrasing

1. how to use dictionaries
2. how to use info about word parts
3. how to use context clues to determine word meanings.

1. teaching specific words
2. Extended and active engagement with vocabulary
3. Using dictionaries and reference aids
4. Word parts

1. important words for understanding a concept or the text
2. useful words: likely to see again and again
3. difficult words: multiple meanings;

unknown, acquainted, and established

learning a new meaning for a known word
2. learning the meaning of a new word representing a known concept
3. meaning of a new word representing an unknown concept
4. clarifying and enriching the meaning of a known word

hints about the meaning of an unknown word that are provided in the words, phrases, and sentences that surround the word.

semantic and syntactic cues; use of word maps; use of dictionary

conventions of standard English grammar and usage; differences between the conventions of spoken and written standard English; general academic vocabulary; content-area vocabulary

Tier Two words often represent subtle or precise ways to say relatively simple things—saunter instead of walk, for example. ; words that are not necessarily common or that children would encounter in conversation. These words often relate to other more familiar words that students use. generalizable.

domain specific

vocabulary one can use appropriately in speech and can understand when heard aloud

words one can understand when seen in written form

strategy that visually displays the relationship among words and helps to categorize them

dictionary definition of the word

emotional meaning attached to the word in addition to the dictionary meaning

1) most is learned indirectly
2) some must be taught directly

1. engage in daily oral language
2. listen to adults read to them
3. read extensively on their own