Transcript Lesson 3 - igatewaystee

Reading & Vocabulary
Teaching Vocabulary
 How do students best learn new
vocabulary?
 How do you teach vocabulary? What
techniques/activities work and what
don’t?
Long-Term memory vs. Short-Term memory
 Short-term memory = small storage
capacity, holds information temporarily
while it is being learned
 Long-term memory = unlimited amount
of storage capacity, holds information
indefinitely
Long-Term memory vs. Short-Term memory
 It is crucial for students to create a
deep understanding of a word by
manipulating it and thinking about it
(activities) in order to transfer a word
from short-term memory to long-term
memory
 Requires meaningful recurring
encounters with a word over time
Explicit vs. Implict Learning
 Explicit Vocabulary Learning
 Students engage in activities that focus on
vocabulary
 Build recognition of words, integrate new words with old
ones, numerous encounters with words, deep level of
processing, imaging, independent learning strategies
 Academic Word List
 570 word families
Implicit vs. Explicit Learning
 Implicit Vocabulary Learning
 Incidental
 Learning when the mind is focused
elsewhere, for example understanding a
text or using language for communication
purposes
 Multiple exposure is necessary
 Extensive reading and listening
Teaching Techniques & Activities
 New words should not be presented in
isolation and learned by rote
memorization
 New words must be seen in context to
provide clues to meaning
 Multiple exposure is necessary
Teaching Techniques & Activities
 Word association
 Word Families/Forms
 Helps students see how word forms change
according to function
 Prefixes & Suffixes
Teaching Techniques & Activities
 Language games help recycle
vocabulary learned in a text -- fun!
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Scrabble
Word Bingo
Jeopardy
Pictionary
Taboo
Crosswords
Collocations
 Patterns of pairs or groups of words that cooccur with high frequency
 “the meaning of a word relies a great deal
on the words with which it commonly
associates”
 example
Collocations
 Fall into two main groups:
 Grammatical collocations - nouns, verbs,
adjectives frequently occur with a
grammatical item (usually a preposition)
 Ex: account for, by accident
 Lexical collocations - consist of
combinations such as verb + noun,
adjective + noun
 Spend money, dense fog
Collocations
 If not learned, can create odd irregularities in
a student’s speaking & writing
 Examples:
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start/set a fire, but not begin/commence/initiate a fire
Rancid butter/sour milk but not sour butter/rancid milk
Fast train/fast food but not quick train/quick food
Quick shower/quick meal but not fast shower/fast meal
Lexical Phrases
 “Chunks” of language that commonly occur
and are more idiomatically determined -central to communicative competence
 Ex: “How’s it going?”, “Do you speak X?”, “Thanks
so much.”. “Where is X?”
 Lexical phrases must be classified according
to function
Lexical Phrases
 Start with a fixed routine and expose
learners to varied phrases
 Drill routine - builds confidence and
fluency in students
 Ex: “What’s up?” --- “not much.”
 Ex: “How’s it going?” -- “not bad.”
Vocabulary Learning Strategies
 Guessing meaning from context
 Part of speech, relationship with surrounding
words, relationship with surrounding
sentences/paragraphs, overall context
 Dictionary
 Monolingual vs. Bilingual
 Learn how to use correctly
 Vocabulary Journals/Notebooks
 Keeping track of new words
Extensive Reading
 Teacher encourages students to choose for
themselves what to read
 Why should students do it?
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Make students more positive about reading
Improve overall comprehension skills
Give them a wider vocabulary
Best way to develop automaticity = automatic
recognition of a word by seeing
Extensive Reading
• Tasks?
 Need to report back every week or two
weeks
 Learning journals
 Reviews
 Oral interviews
 Reading record charts
Intensive Reading
• Teacher-Chosen and directed
• Designed to develop specific receptive
skills:
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Reading for
Reading for
Reading for
Reading for
gist (general understanding - skimming)
specific information (scanning)
detailed comprehension
inference and attitude
Skimming vs. Scanning
 Skimming :
There are many strategies that can
be used when skimming. Some people read the first
and last paragraphs using headings, summaries and
other organizers as they move down the page or
screen. You might read the title, subtitles,
subheading, and illustrations. Consider reading the
first sentence of each paragraph. This technique is
useful when you're trying to get the gist of a reading
Skimming vs. Scanning
 Scanning is a technique you often use when searching
for key words or ideas. It is great when you’re reading for
detailed comprehension. In most cases, you know what
you're looking for, so you're concentrating on finding a
particular answer. Scanning involves moving your eyes
quickly down the page seeking specific words and
phrases. When scanning, look for the author's use of
organizers such as numbers, letters, steps, or the words,
first, second, or next. Look for words that are bold faced,
italics, or in a different font size, style, or color.
Sometimes the author will put key ideas in the margin.