Vocabulary Learning
a strategy to figue out unfamiliar words, by re-reading sentence before and after word being learned
Context Clues
"Rich get richer" and "poor get poorer" axion to explain why students with larger vocabularies learn and grow more strategies and words than students who do not.
Matthew Effect
Students do not recognize this words
Level 1 Unknown words
Students repeat words that have the same beginnning consonant or vowel, e.g. Peter Piper picked a peck of pickled peppers.
Alliteration often called tongue twisters
words that have opposite meanings, e.g. stop/go, big/small
Antonyms
multiple readings of text to acquire both vocabulary and fluency knowledge
repeated readings
developing an interest in learning new words
word consciousness
words that have wide application in school and are used more frequently in written than oral language.
Tier 2 words
Students have seen or heard this words, can pronounce it, but do not know the meaning
Level 2 Initial Recognition
Students create exaggerated statements
Hyperbole
Words that have same or similar meanings, e.g. small/little, hot/scalding, cold/frigid
Synonyms
explicit, dictionary meanings of words
literal meanings
four part space that documents student's understanding of root words
Quilt Square
words that are frequently used in language arts, social studies, science and math
academic vocabulary
Students know one meaning of this word and can use it in a sentence.
Level 3 Partial Word Knowledge
Students use words that imitate sounds, e.g. bam, kerplunk.
onomatopoeia
Words that have similar spellings, but different meanings, e.g. dear/deer, bare/bear, there/their/they're
Homonyms
meaphorical or figures of speech words
figurative meanings
Yearly Rate capable students grow their own word vocabularies
3000 to 4000 per year
common words used socially and informal settings and conversations
Tier 1 Words
Students know more than one meaning of the word and can use it in several ways.
Level 4 Full Word Knowledge
Students create two normally contradictory words to create a paradoxical image, e.g. jumbo shrimp, pretty ugly, deafening silence
oxymorons
the base portion of words
root words or free morphemes
group of words that have special meaning that must be interpreted , e.g. "in hot water" meaning being in trouble.
idioms
Between 25,000 to 50,000 words
technical terms that are content specific and often abstract
Tier Three words
Level at which students usually can understand a word in context and use it in writing
Level 3 - Partial word knowledge
Students endow inanaimate objects with human traits or abilities, e.g. raindrops danced on my windshield
Personification
beginning or ending syllable with separate meaning from the center meaning, e.g. pre-, ex-, -ing, -es
Affixes or prefixes and suffixes, also called bound morphemes
dedicated space for placing of content specific vocabulary
word walls