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How can we make vocabulary acquisition fun/competitive/a game in the class?

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How can we make vocabulary acquisition fun/competitive/a game in the class?

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How does "Dictation" work into vocabulary acquisition for ELLs?

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How does "Dictation" work into vocabulary acquisition for ELLs?

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Receptive knowledge (understanding the meaning of a word) is usually much greater than productive knowledge (the ability to use that word effectively).

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Receptive knowledge (understanding the meaning of a word) is usually much greater than productive knowledge (the ability to use that word effectively).

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Understanding words= receptive
Using words=productive

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You can assess the size of vocabulary
or the methods for vocabulary acquisition

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We really need to instill a love of reading to help students develop vocabulary!

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We really need to instill a love of reading to help students develop vocabulary!

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*Making inferences from context
*Word analysis
*using dictionaries/reference tools

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More vocabulary = higher reading comprehension = higher academic achievement

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If students learn about 1,000 words every school year, the hope is that they graduate with aprox 15,000 words.

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If students learn about 1,000 words every school year, the hope is that they graduate with aprox 15,000 words.

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*consider the huge gap this creates for ELL students who start learning english later than peers*

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cloze sentences:
* Create cloze sentences related to the content of the lesson, omitting the target words.

* For beginners, provide the word in the correct form

*Create word banks for the lesson that have at least one more word in the bank than will
be needed and provide more challenging examples for students with greater proficiency
in English

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General academic words – mostly Latin-based words such as observe or accurate.

• Subject-specific words – in common use in a specific subject (diameter, integer or denominator in math).

• Highly specialized, technical or literary vocabulary
App

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Shared reading:
*focus on new words

*Draw attention to words and expressions that indicate the organization of ideas

*If more than 10 words
in a running total of 100 are unknown, it is unlikely that they will get much out of a shared
reading lesson

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Small-group conversations about words:

*Provide a few key words that might be coming up in a new lesson and ask students
to find out what they can about the meaning of the word

*Ask students to brainstorm a list of words that express fine degrees of difference

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Word charts:

*Provide examples of the words in use, related to the content of the lesson

*Include only the most useful and transferable words on the chart

*Keep the learning load manageable

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High frequency words are often Anglo-saxon
Low frequency are often latin based, and this refers to many academic vocabulary words