FORT Objective 5 (MASTERED)

Oral Vocabulary

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

• typically precedes development of written vocabulary

Written Vocabulary

the words one can understand when seen in written form

Semantic Mapping

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

Vocabulary Definition

all the words that make language

Receptive Vocabulary

listening and reading (input)

Expressive Vocabulary

speaking and writing (output)

Varying Degrees of Vocabulary

unknown, acquainted, and established

Choosing Quality Vocabulary Words

choose vocabulary words to enhance speaking, reading, and writing, and help develop students overall knowledge of a subject

Tier-one words

those used and understood by the student without instruction

Tier-two words

used often with higher level language and found in various places, like at school, home, and in the community

Tier-three words

those with lower frequency we see in content areas or specific places

Choosing Tier-Two Words

• choose words students will be able to connect to another word

• choose words that will help students understand the text

• choose words that drive the story and are seen repeatedly

Indirect Learning

• oral language

• listening to reading

• indifferent reading

• ex: read alouds, links to prior knowledge, teacher modeling

Direct Learning

• teach specific words

• word-learning strategies

6 Step Process for Teaching Vocabulary

1. Explain

2. Restate

3. Show

4. Discuss

5. Refine and reflect

6. Apply in learning games

Additional Direct Instructional Strategies

1. preteach vocabulary

2. transfer vocabulary to new contexts

3. provide semantic maps

4. group words conceptually (categories)

5. cognates (shared etymological origins)

Structural Analysis

dividing words into parts to discover what an unknown word means