peregoy&boyle_ch6_words and meanings

8/7/2019 Peregoy&Boyle_Ch6_Words and Meanings

http://slidepdf.com/reader/full/peregoyboylech6words-and-meanings 1/27

How beautiful that first slow word

To those who found it,

To those who heard,

Back in the shadowv dawn of Time.

-Auruon UwrNov,nr

Inthischapter, we cliscussresearchon vocabr.rlarylearningand teaching,ar-rdprovicle

suggcsti()rrsfor pront<lt ingvocabulirryinstruction ior Englishleitrncrs.The following

e t r c \ t i ( ) ns: t r ct l i s . ' usscd :

\ff/hrrtcioesrcscrrrchhavc tcl srryrrbout lcrrrningrrncldevelo;l irrgvocalrullrv in a scc-

ourl l irngurrge?

Wl. ratdoesi t nreanto "know a word"? VThatwords c l< lst r - rdentsneec]to know?

Wharti r resorncconsic lcrrr t iorrsior d i f ierent i i r t ingvocabularyi r rst ruct ionfor Er-rg l ishleirrncrs?How rr.ri:rvsuchdiffcrentiation lre irccon'rplishecl?

Which cl i rssr<ionrcontcxtsrrnclterrchingst ratcgicscan bcstpromotcvoci rbulary

growth for F,ngl ishlcarners?

Horv r .naysccondlanguagevocabularybe asscssecl?

l .

2 .

3 .

4 .

5 .

a{}{i



eldcriy friend of ours , Mimi, whoseeyesightwa s fail ing, askedus

ld read to her.\Wechosefavorite books this retired librarian loved

iusten'sPride dnd Preludice.On e da y when we were reading,sh e

re was having trouble sleepingbccausea word was crowding he r

d. "What was the word?" we asked. "Nomenclature! " she

exclaimedloudlv.

Wedon't all havewords crowding us out of our beds,but through words we

weavethe tapestryof or,rrl ives.On school entry and tl.rroughoutou r education,

ou rvocabularyreprescntsone of the rnostimportant determinantsof our sLrccess

in reading,wr i t ing, and conversingin anclout of school .Simi lar lysccondlan-

guagelearners 'Engl ishvoci rbulary,t rpon entcr ingschool and throughout ,wi l lhavea largeinf luenceon thei rabi l i tyto navigatcthei rcor-rrseworkin Engl ish: rnd

communicatebroadl i ,in the F.ngl ish-speakingwor ld.

irr:-t i]ir"!

What Does Research Tell Us About llocahulary

201

Development in a Second Language?

I t hrrsbeenest imatedthi l t nat ivc l -ngl ishsperrkcrsgrowing up zrcqt t i rcarbor-r t

1 , 000wr l rdspe r yca r .Thus a k i ndc rg : r r t cnc rs t a r t sschoo lw i t h abo t r t . 5 , 000

worcls;cntersf i f th gradewi th about 10,000;anclgracluateshigh schoolwi t l ' r

abou t1 i 1 , 000( ( i ou l dcn ,Na t i on& Reac l ,1990 ;Na t i on , 200 l ;N r r t i on& Wer i ng ,

2002).Thcrc are, of cor l rse,c l i f fcrcrrcesr l l t t ( ) l tst -ngl ishnet ivc speakcrs.F<l r

exanrplc,resc: rrchsLrggeststhr t t h ighersoci<tccot t<tmicstat t ts(SF.S)t i rsr gt ' , rJcrs

knowabou tt w i ce ras rnanywords , r s l owcr SESch i l d ren( ( i r r r vcs ,Br t r r t e t t i ,&

Slater ,1982;( i ravoi ;& Sleter ,l9t l7) . ( l leer lystuclcntsncw to l rngl ishhrrvcthci r

wgrkcut 6ut for thcnr i f thev are to r rpproxinratethe vocabul i r rylcvcl of thci r

nat iveL,ngl ish-spcakingpcers.Wc alsoknor,vthe cr i t ica l ro lc of vocrrLrul , r ryfor

acrtdcrnicliterrrcy,anclrcscrlrchhirssholvn thirt r-rnklt()wnworclsplrtccrr prtlt ictr

larburdcrron I . -ngl ishlcrrr r rers '(F. l .s ' )f ingl ishrerrc l ingcor. t ' tprchet rs ionwhcn conr-

ffi t*r*RNnrRrsouRc'sOne cxcelient site on voc;rbulary is the Second

Language Vocabullrry Resources p;rge: wwwI.

harenet.ne.jp / -warrng / vocab,/index.html,

The sile contairis lists of sorne of the more

.^mrn,rn urnrrlqin lrnolish as well as other lists.InY v v l u u u r r - , r r Y i 1

addrtron,it contarnsa brbliographyof secondlan

guageacquisitionand ieairningas well as many

referencesto vocabularyYourntghtgo to the vari

ouslistssuch i,Lsa list of th--2000 most irequent

nrnrdsfrom .r \/,-.lrretvof sources,or PaulNation's

iist for the Rangeprogralrl, or iists for aci rdemic

stlrclyAfle-'rconsiderir-rgtlte various lisls discriss

with fellow studentswhrchirst or Listswould be

nlost appropriate for your studentsand discuss

how you wouicl testyour studentsfor word knowl-

edge and have them learn the words on the ltsl'fhe

OhroUnrversttysite on Vocabr-rlaryfor Engltsh

Langir-iageLeerrners(www. ohiou. edu/esl/

English/vocabulary.html) containslinks rangtng

from K Universitylevel vocabulary lessons,actrvi-

ties,and qames.Youcould run a classon vocabu

larv aloneusing thLssrte.



cr i lp r . l -n6.wr t rdsandMeat t ings :E .ng l ishLeatners 'voc ' tb t t l t r ' - I )euekrPnrcnt

2A?,

pared to thei r n ' ronol ingualt 'ngl ishcounterparts(J im6nez'Clarcia& Pearson

1996;CheungS,-Sf .u in l i00 'S;i l " " l t r E<I (ami l ' 2006) ' What do we' as teach-

ers,ncedto krrow"na. lu

to he' lpoLl rstuclentsnarrow the vocabularygapasthey

wcr.k to.tard F,nglishhnguagc proficiency?

F i r s t ,l c t , st akea . l o i . r - i , r oka t wha t you know when you "know a word . "

c.or is idcra rather common rvorcll ike ccrtch. I fcstc l t is i r r yor ' r rrecept iveoral

v o c a b u l a r y , y o r - r u ' i l l " t - t ' g ' t i " r l n d t t n c l e r , s t a n d i t w h e n y o u h e r r r i t ; i f i t ' s i nyour product ive oral

" t l " i " t - ' " 'you u' i l l be able to t rsei t when speaking'

S i n r i l l r l y , i f c t t t c h i s t l - t y o u r r e c e p t i v e w r i t t e n v o c a b u l a r y , y o u w i l l r e c o g n i z e

a'c l understencli t i f u , , , . r .nn-. , .o. r i , r , i t whi le reacl i 'g ; i f i t 's in your product ive

w r i t t e n v o c a b u l a r y , y o t r w i l l b e t r b l e t o r ' l s e i t u ' h c t r y o l t w r i t e ' T h u s ' w c h a v e

i l , . rc i krrowleclgern i t r . l r , , , , . . , .l i r .gu: rgecl .mains: l is teni r rg,spei rk ing, reading'

i rnclwr i t inq. ] t is worth not i [ rgl . rcrcthr l t we kt lo\v t .norc ' rvt l rc lsrccept ivelythal l

proclttctivel, v

T ( l u s e t h c w < l r c l c a t c L c f f c c t i v c l v , , v t l t l r r c c c ] t t l k r r < l w i t s f o r r n . W h a t d o e s i t

s. . .d l ike;l r .w is i , p ' : , r , . , . ru, r . . .1?Wirr , tc l .csi t l< t<t l il ikc; h.w is i t spel lcd?What

w < l r c l p a r t s l l r c t h e r c t t l h c l p y < l r . t r c c < l g t - t i Z c ( ) l . L ( ) t l V e y t l c l n i r r u ? W h a t i s t l

meaning.,f thc ruo,.1?N.,o, t-,.,.,,th e clttclr't\ s ytltt ktl<lw,tlclst i, l,rlrclshavcrlr.t l_

, fnf " - l l r . . " l "gs, rrnclthe speci i ict 'crr r t i t tg' f any w.rc l c lcper lc lsup<l t li ts use in

context.inclircli 'g,ir , i,.,., it",-,, ic,rlitrttcticlrrit l t l .rescntctlcc() r t lttcr. lncc'(l<l 'stclcr

the f o l l ow ing :

I-ct 'sPlrrvcalc/r'

I l r , r t f t ' l l ,' \ \ ' ' \ i l g , t ' ti l t ( 'd l (/ r '

A lc ranc l ra c l ic l r l ' t' ' ' r l cDt l s i r rs lci r th t t t t l r rv '

I t l , r t t ' t\ v : l l l t l ( ) t ' i / c ' / lvo t t t 't ' r l t l '

ln the t i rs t i l vO ex, rn tp lcs , ca lc / . r i t r l l c t io l ls ! l r i l l l l l l l i l t i ca l lvi1s i l l l ( )L l l l ; i r l the

t lr ircl lr l lc] i<lLlrt lr , i t 's . . 's".1l ts lt verb ' l(nrlrvir lg th c rvt lrcl'r .dtch

', tsl t t t<lun lr ls<l

e r l t l r i l s k r r t x v i l l g h t l w t t l r l i a l < c i t p l t r r l l ( l r c l c l _ . , ) " n . ] r v l r e t h c r l n c l l v h e t l i t t a k c s

z . I l ll l r t i c lc \d ,a t t , t / l c ) . S in l i l l r r ly ,l< l l r l l r ' i r lgt . t t l c l l ' , l sl - rr 'e rb cr l ta i ls knt lw i r lg h t l lv i t

ch , r r . rgesf< t rm in the v l r r ious uar l ) ta , t rar . l r l t h is c i lsc ' v ( )L lhavc t t l kno iv thr r t thc

pisr rerlse rrrkcs rr n i; ; ; ; l , i", f<t i l I , cailgl.r, / .worcl knowlcclge thcreforc includes

k ' . rv r r - rg l t s gra l r ' l r r i l t i . l l f , t n . t i . , , t s anc l h t lw i t "n l r l rphs" or chr lnges f t l r t r l t t r

moc l i f , vn tc rn i t rs .

Wc offcrecl onll 'fottr c'l i i fercnt uses of t. t t t t ' l t tn ottr cxlt . trples rrbt lvc' In ou r

L.rtcarttr\X/ttrkl L)nglir l, lDi"t i""" ') (1999)' ' 'r lcb i11lclits.clcriva.t ives(e'g ' ' catch-

i ls -c i l t ch-c i1* ;ca tch t | ' ' " r . i , " f . . r ' p a l l th . . . c . l . t lmns <; i r r l en t i re pagc wi t6 30

c l i i f e re* t nrc i . "gs , i r . u . r l t , i0 c f i i f e re . t rnern i t ' rgsr ls 11I loL l r l ' ; rnc l24 c l i f f c re ' t

c l e r i v a t i v e w o r c l s , p h r a s e s , a l l c l i c i i o r r l a t i c c r p r e s s i o r l s ' A n c l w e a r c t a l k i n g a l l o t l t

iLrston e ,"orat L..ar,, i, rg irr l vrrr iety..rf , .r ',c,r, . ir . ,gsancl uses 11 fi1 n'.rcl ltkc catclt

requ i rcs i1grc r r t . t t ' i t ' i t : ' t p t "u"" ' . 'h t

word rs Lrscdin var ious contex ts ' Ft r r ther -

rn0re, 1.,rc,rclt f-r""t l

t ' l tptf i cl i *t lra know[cclge ar e accluirccl increrrrentally ovcf

t inre rr svaried r.nca'ings ilre eltcot lnter.. , t , 'tdl if t t t l l t c()ntcxts' with wicle readi'g

represc ' r inq . n ^ , , r , , lu rce. f rv . rc1lear : ' ing . That s i r ic l ,i t ren la i t rsimpor t i in t to

focns.t 't uu., ',b. ' l t*f ; ; '; ; . f clailv i '. 'str ' ' 'ct lt"- ' 'H. w ca u we do so ? We start bt

n l r r r ow i l r g ( )u r f ocuS t o t hose r , vo rdss t t t de t l t sn ros t t . r eed t oknow, f o l l o l vec lby ' r

. l i sc t r r r i . , l it ' i h r lw rvor t ' l snrc lc ' t r t t t ' t l '



\Yhat rX/ordsDo Students Need to Knctw?

FIGURE6.1

AsprcrsoFWoRDKnowrrocE

What Wbtds Do Students lrleed to l(now?I - .ngl ishlcar l lersneeclto clcvelopa vocrbl r l r r ry thrrr incl r - rc iesgcner: r lh igh-frequencywords rrl<lltgwith spccif icacaderniccontentwords that nravoccur lessf rct l t ler l t l l ' l l t t tare crucia l for learningscicncc,rnath,h istory,l i ter : r tnrc,i r rc l s<rf< l r th.Word f rcclucncvcst iuatcspoinf us to thoscwords that occur nrostof tenrrnclar:e

.thcreforeinrporti lnt fo r str-rclentsto know. Fo r erarnplc, th e iirst 1,000lirghestfrcclucncyworclsilccoLlutfo r aborrt13 4percelt 6f th e worclsusecli, c,r-versr t t i t l t t ,i rnclabt l l r t 73 per:ccntof thc wrt rc lsthrr t occr l r i ' r tc i rdcr ' ictexts

(Nr t t i t l n ' 2001 ) 'WhcnyoL rac l c lthenex t 1 , 000h ighcs t f rec l L rency rvo rds , yoL l6owrlccoLltltft lr allclnt90 percent tt f worclsuscclin c<;nvcrsr-rt ionanclrrbout71 3perccntt l f worclsin acaclcr-r l ictcxts.l i r conrprehencla ter t wi thoLrthelp,a stuclentnceclsto t l t lderst r r t lc lab<t t r t9.5pcrcentof ther,vorcls. - fhus,whi lc a 2,000- lvorclvocabu-lar l 'worksia i r ly wcl l f<t rsocia lpurposes,i t rcavcs: r stuclcntgr . ,p i lg in thc cl : r rkwhen try'1g to reaclor writc f<>racademicpur-poses.lnterestirgly,ih,.r. f igurcscorro l )orrr tc( lunrnl ins '(1980)cl ist inct iorrbctw.en BICSanclCALI) c l iscusscclinChaptcr2. Thescstat ist icson word f requcrrc iesin conversrr t ic l lvs. acaclcmictextsttnclcrsctlreth e inlporti lnceclf instructionorr both lclw-frecllencyacademiccontentvocabulary and high-frequency words.

High-f recluencyw.rc l l is tsrrrereacl i lvavai rablco. thc lnternet .F igure6.2providesrvebsi tcsfor thc Doleh I ist , 'n . l ihe f i rsr2000 words l ist .By looking atthcc' ranrpiesprovic lcd,vou shouldbe ableto gera fcel for the di f f icLr l tylevel

ofthel ists.Basedon rvorclsin chi lc l ren 'sb.oks, rhe220- ivordD' lch l ist was com-pileclin th e I 930s an d j 940s fo r the purposeof tearchir.rgt .girr' ' ing reading t9nat tvcl .ngl ishspeakcrs.W}renyou look at the Dolch l ist ,you *. i t t f ina rharmrrnvrr ft l rcnrt - rstf r .guenrw,rJs rrc funct ionwords,i , , , .examplc. the,r , , , , . i t t ' ; , - ; ; , ; ,i ,rt f in . Functionworcls (trrt icles,pronouns, cor-rjunctionr,pr.pnrit i.ns) servetc r

e03



FIGURE6.2

SRvprEHrcH-FnEourrucvWonos

Cls'urt,n 6 . t\/ctrdsand Meanings: English Lettrners' Vocabulart,I)euelopment

sh<tr ,vrc lat ionshipsrurons otherrvorclsr , r ' i th ini l sentencc.Sonrct i t 'nes,t l rc i rr r ter t r

ing wi l l c lcpendon rrprevrousscntenceor phrase,as is thc casewi th pronourrs.l t tacldit i<rn.irrnctionlvorclssuch.t srtt 'uarthelcss,tnorcottct '.rtnclltotuctrersholv rcla

t i onsh ipsac rossph rasesi ruc lse r r t cnccs .The rc f o rc ,f unc t i on r vo rc l sa rc bcs t

lcr t rncclthrough exposLrrcto ni r tura l langurrgeuse, , tnclnrust bc assesscclar td

t r rughtin thc contcxtof r rscntcnceor prrragraph.Other rvorclsot t the Dolch l isr

conveyrel i r t rvelyconcretemcanings,snch rrsscc,r / ,sf r ,gtod, hlue, red, \ 'c l lou '

brown.'l 'hesc

wrrr:clsarc rcicrredto rrscontentwords (clifferentirctmcontentarea

u,ords),anclconsistof nouns,acljectives,verbs,;tnd aclvcrbs.High-freclucncycott-

rent rvorclsrrregood cancl ic iatesfor cxpl ic i t inst ruct iot tbccausethcy pack st r

r l ruchmerrning,evenwl . renprescnteclin isolat ion.Bcar ingin mind i ts focuson t l te

simplerl r rngu: rgcof chi lc l ren 'sbooks in ar . rear l iercra,the Dolch l is t remeinsLtsc

ful as rrgr-rideto words needeclin F.nglish.

Thc f i rst 2,000 words websi reis cspecia l lyhclpfu l bcci rusci t a lso l is tsthe

f i rst .500, thc f i rst 1,000,anclthe f i rst 1, .500most i requentwords. Unl ike thcDolch l ist ,which was b, rsedor. rchi lc l ren 'sbooks,thescl istsare baseclon mater i '

a ls for o lder learnersanclacl r . r l ts .Thus, eventhc f i rst 500 l is t inchrdcspcr l . r l . r

10 wrrrclsyor-rlvould not teach in the primary grades,such as p<;liq,,ecrntortt it

ttnd tndndgement.Word frequency'l ists ma y help yo u choosemore basicworcls

to use for par:aphrasi r - rgand def in ing technicalvocabul : r ryfor your students

244

LISTTYPE USEFULNESS SAMPLEWORDS

DOLCHlist avai lableat :http://literacyconnections.com/Do lc h l .h tm l

Most common 220 words in

reading material: Bepresents

50-60%of words students wi

see

the,to ,and,he ,you.was,said,

h is,that,she,on ,they,him,wi th ,look,is ,her.there,some,out,

have,about,after,again,all,

always,and,any,because.

been,before,best,better,b ig,

b lack,br ing,but,buy,came,carry,then,I i t t le ,could,when,

what,were.get,would,come,now.rong.ve.y.as(.over.yours.i n l ^ i , ,e t ^ ^ ^ .1 : r ^ ' ,n .1

First 2000words availableat

http://www.harenet.ne.lp/-

waring/vocab/index.html

Content area words Although

there is an academicword l i s t ,

recent researchind ica tesi t has

l imi tedus e for students

(Hyland & Tse, 2007) . We

recommeno concentra lng on

speci l i cwords needed to

understandcontentareas.

Firston e or two thousandwords students will need

to know

Words used in specilic

contenl area

lf you use Goog le and lype in

your area you can ge t a conten l

area d ic t ionaryfor example ,

sc ience d ict ionary,socra lsc ience

d ict ionary,mathematrcs

d ic t ionary.and so for th :

action.award,background,

beautiful ,br idge,candidate,cenlra l,change,complete,daughter.decis ion,de fin it ion.. l a m ^ . r : I i .

educat ion ,en t i re ,fa ther ,

fee l ing ,g i r l ,government,happy,

hear t ,heavy, impodant, inc lude,

in t roduce,job , journey,know,

lady, language,lunch.manage,

meal , na trona l ,necessary,

objective, otfice, package.

par tner ,ra rn ,reao

metaphor ,ang le , eco logy,ra t io ,

s imi le ,in legers,fa lse posi t i ves,

exper iment,theorem,cap i ta is m

magica l rea l ism,anaphonc

re{erence,b io logy,d iv is ion ,

in f rastructure ,subtract ion ,

ident i fi ca t ion ,taxonomy,

accu l tu ra tron ,hered i ty .anatomy



?,0#

(. t t .{ l, rt ,R6 . Wordsan d Mednirtgs:I : tglish Ledrtters'Vrtcabular\ 'l)euclrtPment

by cnesto mei ln ingand opport t ln i t iesfor conceptdevelopmcnt ;(2) exper iences

rcaclinga varietyef materierlindcpenclentlyirncluncleryor.rrguicl:rr-rce;(3) opp<lrtu-

n i t iesio *r i te i rcqL,ent lyfor an audience;(4) expl ic i t inst ruct ionon words: rnd

word parrs;end (.5)insrruct ionon vocrrbular ,vst rategies,inch-rd ingdict ionrrvi rsc,

to heln srudeptsread ancl$'rirc nc w words independcntli ' .Instructiorrdcscribedin

i tcms l - .J abovcis [ : rscdon r. r r r tura l lyi lowing l : rnguagcLlsedin lessondcl ivcrv,

inst ruct igr ta lconvcrsat io l ls ,bociks,ess:1vs'i< lurnalent r ies,ar . rdt l re l ike ' In othcr '

r v , , r . l s .i r r i t c ru : l - . 1 n t .wr , r ' , r r t l sl t rel e l l r r edi t t eo t t t m r l n i .n t i vce ( ) l l t cx t s .' ) r n l. l l l . l

writtcn. In contr:rst,instructionclescribec'lin items4 ancl.5 tlseswords ptll lcd tlr-rt

'f c.ntcxr fgr in-depthstr-rdyan d strrltegvclcvcloprnentait l lcd at helpingsrlldellts

ir-rc-lepenclentlyclcalivith ne w worcls luter on . All of thcscactivit icsen d straregi. 's

ivr l l help studcl t tsclcvclg l - rword consciousnessthet wi l l hclp thern rcc6qt r izc,

r r lc lerst i tncl .auclusc ne\v worcls.F igurc6. . i i l lLrst ratesr l . rcclyrranl ici t l ter lct iorrr

1111o69the kcvclcnrentsof vocrrbularyi r tst ruct ior t .We' l ltakc r l c loserlook at t l . resc

intcract ionsl rext .

When wc t i , r lkt rboLrtr rcrrc lent icinst ruct ior t ,wc arerefcrr i l leto evcrvth i l lgvot l

c loto teachcoutent ,inclucl ingthe textsvou r lssign,yot t r o\ \ ' l l terrchert r r lk ' l rnci

thc ta lk l ln tot lsst11cic l tsclur insgroup rvork. The r ich, nrr t t r r i r lIangUagethr l t is

pr.rrtanclprrrcelof rrcrrclenricinstruction iacil itatesvocrrlttt lrrrvclcvelopnlctltpro-

vic lcdv<t r ilse shcl tcr i r rgst ratcgiesto clevelopcol lccpts, t r r t ln lakemei l l l i l lqi lccu\ -

s i5 le( iec( ihaptcr .3) .Ye1 I ,v i l la ls<twrurtto fo l low rrp ' , r , i thcrpl ic i t i t rsrr t tct i t t t l, ' t t

se lectcclrvr l rc lsyor. rj r rc lgernostimport r rntfor lcarningthe I l retcr ia lt rnderstLrclv

.s ipq st r l r tegieswe 6f ier sLrbseclucrr t l fin th is chi rpter .Whcr. ryou help stuclents

.1.u.:ln;,,r,. 'rr: ia;rpl,vncw conccptsanclgcncrirl izaticttrsitt rrrlyr'rrerroi stucly,1'oLr

si l t rul taneouslvhelp thctn rctait l the corrcsponcl i r lg vocr lbt r lar ,v.

FIGURE6.3

SouHcrsot Wottt)LFARNING

DEVELOPINGWORDCONSCIOUSNESS

Sl*'rr.r

EXAMPLES:

. HighFrequencyWords

. ContentAreaTerms

Strategiesto Understand,Remember& Us e

Ne wWords

pretixes,suflixes,and rools

. LearningfromConlext

EXAMPLES:

. Social Interactions. AcademicInstruclion. IndependenlReading

. Guided Beading. Wrilinglor anAudlence

. FluencyActivilies

DYNAMICHELATIONSHTPSAMONGALL ELEMENTS



Hotu [)o StLtdentsLearttNew Words?

When rcad i r rgi ndepcndcn t l yo r unde ryou r gu idance ,s t uc l cn t sa re dca l i ng

rvi ththe rnore or lessnatural languagefor-rndin t r : rde books, tcxtbooks, and

orhermi t ter ia ls.Dur ing independentreading, i t is i rnportantfor F lngl ishiearn-

ersro read mater ia lgearedto thei r Ertg l ishprof ic iencyanclreadingabi l i ty .As

noredprevior-rs ly ' ,i f s tuc{entscan' t urrderstandmost of what thev rcad, about

9.5percentoi the rvor. .lsi r r i r g ivcn texr, they wi l l have di f f icu l ty infcrr ing thc

meeninsof nervwords they cncounter.I f yor: i l re on hi rnd to gt r ide t l te i r rcad-ing,stuclentscan dealwi th s l ight lvnrorc d i f f icu l t fexts, : rnclt ror-rb lcspotsof fer

vou the chi rnceto help therr ap; l l ,vst ratcgiesfor deal ingwi th unkrrownworcls.

Chapters8 ancl I I d iscussways to chooseln l ter ia l for indcpcnclentreadingancl

euideclre: ld i r tgt t t i rppropr i i r tclevclsof dr f i icu l tv.F inalJv,irsst l lc lentswr i te wi rh

i rpportuni t iesf r t r orhcrsto rcsl . rond,thcy proclucctcxt for conrmurr icr t ionpur ' -

posesanclget feedbi rckon l ' rowrvcl l thei r u 'orc1choiccsconve,vt l - reclesi recl

nessi rgc.- f t r

sul rnr i t r iz .c,acrrc lcnr icinst ruct ion,indcpcnclentanclguidedrcading,

apd rvnt ing for i rn ar. rc l icncereprcsentthrec i r r rportJnti r \ ' ( 'nr . r . : .r , r vocabulary

cleveloprnent wi th in n i l tura l ,con' rntunicr- t t ivccontcxts.We of fcr nur lerous iderrs

for cle ' , 'e lopingarrc lref in ing voci rbularyknowledgein conrcxt in our chapters

gn orrr ll r rnguage,cnrcrqel r tl i tcr ' , rcr ' ,rvr i r ing,anclrcacl i r rg(( lhapters4, .5, and 7

t h roughI I ) .ln rrc lc l i r ionto cxposureto new r .vorclsin cor. r tcxt ,stLrc lentsbenef i t i rorr

explicit instruction thrrt iocusesthcir atterrt ion on incliviclrralvn,orcls:rnclwurd

pi rr ts,suchas prel - ixcs,sr-r f f i res,and roots (Folse,2004;Ciraves,2004;Nat ion,

1990,200-5,Sghr l i t t& Mc(.ar thy,200.5).i lcrc r , r ,care pul l ingwords or" r tof the

orrgcringflow of orrt l or r.vlittencliscourseto higlrl ight l.rowthey look, how th ey ZA 7sound,r tnclwhat thcy nrean.Analysrsof worcl partsshowsstudcntsbow words

arebui l t in F,ngl ish.This knorvlcdgcc: rnhelpthenrf isureout thc lncaningof ncw

':."',i::',,

These girls are using

new vocabulary asthey explain cloud

formation and

weather.



248

Clu'ttt t-tt 6 .

FIGURE6.4

MooerronInsrRucrncSruornrsoNSrnRrecrrs

.Srrrrrcr ' :N. K. l)uke and P.D.Pearson,"Effectrvcl)ract ices

l 'or l)cvcloping Re.rc l irrg( io r r rp re h c n s io n , "in S .. f.

Sa n ru e lsa n c lA . I l . l r u r s t rL rp .

ccls.,\Vb;i RtsedrcbHts

to .\Lt\ ,/ \b(nt l l l rddit tg

I nstrtr ttr rsn, lr t l c t].

{Nervark. I ) l - - :Interrr l t ionl l

l lerrd ingr\ssociat ion.2()02),

p p . 2 t ) 32 4 2 .

FIGURE6.5

KE yErrvrrursorSucc=ssnurVocReuLAFlvPRocRRvs

\ i lords antJ Meani ng s: l:rtgLish Lean tcrs' Vc tc, tbuIa rt, D at ,eIop ment

1)Beg inwithan explic ttdescript ionof thestrategy 1) Tells tudentswhatthe strategy!s an dwh yit is

importantfor themto learnthe strategy

2) Modelthe strategyin actjon 2)Teacherand/orstudentsmay modelthe strategy

3) Collaborativeuse of th e strategy

4) Continuewi thguidedpracticeof thestrategy

3) Ask studentsto us ethe strategywtthyou asyo uspeakaloudan dgivethemyourthoughts

4) Guidestudentsthroughth eus eof thestrategy

whrlegraduallyre leasingresponsib i l i tyto them

5) Fin ishby havingstudentsus ethe stra legyindependenlly

5) Ask studentsto usethe strategywitha

specif icreadingor wr i t ingassignment

worc ls they c l lcou l r t c r , par t icu l r i r ly in r : cac l ing ,ThroLrgh repcafec lexprosurer rnc l

rev ic lv o f l rew words , s tudents gr r in ins t iu r t recogn i t ion o f rhe i r io rn t r tnc lurc , rn

iug, or :f luency , r rnd t l re ab i l i t y to usc theur i r r cornnrun ic , t t ion .

In ec lc l i t ionto word s tnc ly ,exp l ic i t ins t r r - rc t ronon vocabulary s t ra teg ies n ' i l l

h c l p vou r s t uc i cn t s( l ) r - r n l o c kt h e n r c a n i n s o f nc r , vw o r c l s t h e v c o t n c u p o n i l

rer rd ingrurc lconvers r r t ionr rnc l(2) choosc r rppropr ia te i tnc lprcc isc \ vorc lsto cor ) -ve) ,uressr l l l cswhcn r ,v r i t rngr rnc lspcr rk ing.For tc lc l - r ingpaf t lcL l la rs t r i r t cg ies ,r , ru

miry wr lu t t ( ) use thc sc r r f io lc l ingproccc lurc ( l )ukc & I )carson, )002) sho lvn in

Figurc ( r .4 .

I3y r rc lc l rcss i r tgvocabular ' , vboth in r rnc lout o f n i r tu r r t l co t r tn tu t t ic r t t tonuor r

texts l yoLrprov idc r r ba lanced approach to vocr l )Lr l i r r f ins t r r " rc t ion(Decr r r rco .

2 0 0 I ) . T h e u l t r r r r i t c 1 1 i n r ,o f cou rsc , i s f o r s t u c l c n t st o l ) e r 1 l ) l ct o u s e rn , o r c l s

e f f c c t i v c l y ro r r ch i cvct h e i r c o n r n r u n i c r' r t i v cg , o : r l si r c r o s sa w i d e r r t r t q cr , f c o r u -

r r r r r r r i t . r t i o r r( \ ' ( ' i l t s li 0 r t ' r . r r i l l . l c .l i s t ( r r i r r gt o . t s P 1 ' q ' 1 1 ,r v r i r i r r g , ll c l t c r .e \ 1 r l , l i n -

i r - rgr rn idee, rcac l iugr r s tor ) . ,11r1( lso for th . F igr r rc 6 . -5i l lus t r r r t csthe kev c lc rnenfs

o l . t r tt ' r t c l l , ' i l t r ' , t . , t l t t r l , t r Il ) r ' o s , r r i l t t .l t t l ; t t tr ' . l r , t p t er s $ t ' r t l s 0n t ' c s r ' n ts t r , t t cq i t ' t

t ha t he lp s t l r ( lcn tse l r . rbor i r teanr l c lccpenthe i r knowlec lg ,cof r 'vorc ls ;fo r cxan ' rp lc .

nr i ipp iug, c lL ls ter in l l ,anc l senr r rn t rcfer r tLr rei rna lys is . fhese e lcn ' rcn tstogc thcr wi iL

i rssurcyou that -v ( ) r l rs tudcnts are gr r rn ingrhc vocr rbu lar :yI<norv lec lgcthey ncec l .



H ow D tt'Wc D iffer entidte Vttcttbular'1'Assesvnent dnd Instruction?

How Do We Differentiate Vocabulary

.6.ssessmentand Instruction?

r^, i i f fcrent i . r revocr[ . t t l : t t 'vasscssl lcnti rnd inst ruct ion,y<tuf i rst needto con-

] ,1* ' . . . . f r st r . rc lcnr 's:( l ) age and grrrde,(2) Engl ishlanguagcprof ic icncv(oral

] l l , l * , i r r . , r ) , 1.3)pr in-rr r11 ' langu: , rgcprof ic iency(orala 'd wr i t ten),and (4) eciuca-

i,. ir. i .*p.t i.nce.r. Y,-,ualreaclyktrorv tl.rcag c anclgracleof y.ur students,atrd' r^ j , ,

in lport . r r t tf t , r sclect i t lgwords that i l rc i lgc appropr iateal . rdesscnt ia lfor

i " ' , ' , l , r in* , r r . l , ,1 .le, ' , , ' Icurr icul t t t t . tcontent .Ht lpef t t l ly ,yor-rwi l l a ls<>h:rvesorncidea

I t n, , r " ' " . ' , ' . f rc. lu. , r r r ior . ryoLl rstuclenthashaclboth in thc pr i rnaryl i rnguagear ld

I , ,f , ' | * t i r t ri l \ i l s cc ( )n r lo r i o re i g , nl r t r r g t r l r ge , . t tt h , t t i t t f t ' t ' t n r t t i o r tg i vcsvo t t n

. i . . f . , : p; r , , r ' .11rf1, .ur st l ldcnt 'sI i r rguist icand concept t ta lresol t rces,r ,v[ r ichwe

talkabot ' t tt lerr '

English Language Proficiency Considerations

To.rsscssvocabul rr ryi rnclchooscwordsfor study,you necdt<tc<l t ls ic lerc: rchst t l -

je , r tsl rngl ishlanguageprof ic icnc,v.[ ]orexrru lp le,r rstuclcntnew to Engl ishmight

.un..,r,r.a, <l nw<lrclsyor-rselcctfrorr thc l)cllch Iist or th e first--500lisr. On th c

,thcr he1cl,rr nintcrrlccliateF.nglishle,rrncrrnay bcrtefitnt<trefr<lt.ttworclson the

i i rst ,2,0g0l ist .Y6u ! lso neeclt< lknow whcthcryoLrrstL lc le l t tc: t r tc lecr lc lein Eng-

i i rh.t i , r , , t , r r woulc lbc f ru i t lessto r lssessusingi . tl is t of wr i t tct t rvorcls 'L lstead, 209

youwoulclnecdto usc pictur :esor i lc t i ( )nsrcl e l ic i t knor, r , ' leclgct l i a part ict r lar

worcl .F1; rinst ruct iorr ,thoLrgl . r ,i t 's r - rscf r . r lto presentbt t th t l - reoral nnclwr i t tet ' t

fornrsof a wttrd togetherfor sitnlt ltrrtrctlusactltt isit iorl '

Somctslg l ishlerrrncrshrrvestucl ieclF.ngl ishformal ly in thei r home cot tnt ry.

l f so,theynr ig l - r tc l isp l i rythei r F,ngl ishprof ic iency,incl t rd ingvocabula lvknowl-

edge,nt r t reci fect ivelythrot rghwri t ing thar lthroughspeaking.Ft l r thescstudcnts,

yo1prirvprcsentrr l ist of n'clrclsfor which th c stLrclentgivesa sytrorlymtlr rr sh<lrt

r le f in i t ion.Stuclentswrth previo i rsF. rrg l ishlanguagest r- rdymight havcclevelopedeffectivestrategiesf<lrlearningrrewworcls,sr.tchir sntcrttorizaticlt lanclrv<lrclasstl-

c iat ion.I f so,thcycal )uscthosest r i l tegicsandsl ' rarethernwi th thci r c l r lsst l l r r tcsr ts

welJ.Byconsic ler ingyour studeuts 'pr ic l rknowledgeand erpcr icnccslvoLlwi l l l lc

ablcto tailor irssessnlentrrtrt linstructior-rrlccordingly.

Primary Language Proficiency Considerations

Lertrning:rb<tutztstLldent'shome l,rnguagetlsecan be helpful,even if yoLlrlreno t

teachingbil ingLr.rl ly,ltccauseaspcctsof first langtrageknor,vledgctrr't l lsfert() thc

secondlangurrge(Odl in, 19[39;Swan,1997).T l . reextentto which t ransfer()ccrrrs,

andwhetherit helpsor hinciers,dependson th e prrrt iculrlrlangtrage.[n Clhrlpter5.

forexamplc,we saw that decodingabil it,vin Spirnishtrrtnsfersfairlv wcll to ciecod-

ingin Flngl ish,rv i th the ngtablecxcept ionof the vowels.That ts becauseboth

Spanishan d F.lglish usethe R<>manalphabct,with consonants(but not vowels)

tepresentingsimil:rrsoundsir.rthc two lirngr.rages.On the othcr hand, literarcyin a

logographiclanguagesuch as Chineseoffers minimal transfer fgr decodingpur-

poses,posit iveor negative,bccauseth e Chinesewrit ing systemis so differentfrom

th eEnglish:rlphabet.



Ct ' t , l t ' t t lR6 'Wct rdsattdMear t ings : t :ng l isbL 'cat ' r te rs 'Yc tcahr iar l 'Det te loPnren l

c n t i l t e v o c a b t l l 2 l r v l l l s t r t l c t l o l l '

ii;."i::i';ill"'1,*..I",,""'uing

hngrisrr':lll:11:l]:'::,:i..,1]]:;lwe Know Lr r i t tr r r

lbc" t t t e l l t l i t l ier l t c i rn be an onefo t ls

ous pr imr r ry langr ' r r rges . rcprescnted 't t t t : l l t ] 1 . . , , 'h r ' rc l : rn ' . , rscs anc l promotco L lsp r lm l l r y la l l ! a L l ' ' t L u 5r ! [ ' r u J r ' L ! ! " ^ - - - '

, ' ' , . . , t r 'h , r , - r . . , al t r n g t r l r g c s a n c l p ro mo tc

ta s k .g n e w2 1 y to n r : r k e t t s e t l t Yo t t r , s t t t c t

| , , _ !1r i . _ r i , . , r . r ^ , l ; . r r ; r t : h wg rc l y o u

F<r rv t l cab t t l a fy , t r ans f e rpo t e r r ti a l l y . ( ) ccu rSr ' v i t l - r cogna t es , . wo rds t ha tl

:rnd s<runcjsinii lar ,,-,,*.,"i.,rr"ages, such as-telephonein lrnglish an d tel1forutit t

Spanish.Becausett-,.r* n r"nri, Jharetl-r.r.n.r. -.oni.g, theyare callcd "friencllv

cognates. "I (nowtngtht * t "d in.ne t"ngutgt ; "kt ' I to 'n ing fa i r ly easyin the

.tl.rcr.o' t6 e .ther r..,,.n.1,t l-r.r. are arlsri"i it .r. .,rgnotes,",that,is, words witlt

c l i f ferentrnet lnrn l lsrn two larrgui rgcstutn. 'hot 'gh

4tt

t " : ' | - i :d .sound simi lar '

; ;;;r_:r:11.* :,,tjll;;::I; m: l* ;f*:ii;i?:,':,:Li:t:llil..i'J:lilr:l';lili'll;

frierrcty,.frenc,ccur,"r.,cnt*n ra'gr-ragessh^rethesamc

soLrrcclirngttrrge. l;or exar.nple'th e l{omentt lt"gung""n::: l]t l: : cognateswith

ili;h;;;;::t::id'x,::illl;l*:;* U;il':ililff::'.ill:::rcspect ivchtstor les ' . t tsa L'crrr rdrrr rL'1: . : . - : - i : - ' , :

r - ' , . r t i *h; r rc l( ierrnrrn:house-

with other (;e.r'a"tc iat't*u"ttt ' ' f t . lrcra'. ' ' tplt ' in F''glish arld (iel

Harrs;wrr tcr-Vlasscr ' ,b i t ) t l ] t ' -FJ ' r r r lcr ; s ister - St lhwester 'Yot r probablv i r rc

alwarcth i r t cognxteswi th l l . ' - [ rurope rrn ' langr-regt 'srr renlucl t lcss prcvt r lcr l t '

Where thcy cl . . * i r , , t ' . , . :ytencl'c l , r , r ' .r "or . ls , , , u i f . t " t t F ' r lg l ish 'I 'hc poi rr tl . rerc

,,,i.",not,.tptutr,,;';;i";"i..ill"I'::l;1:::i:n'il;;'ilil;l5;.i*.',i

:,[',:JJJ;r::]l[ij*Til'j']]'ll.'::',]1;',i,i:ili;i;y,,",,.r1bcabret. i,,rthercliftcr'

il'X;'ll::J;ll"':lJi::;.:1..,.'";,,'i'";tyl,::lllll'llllllil;llil;lililjiil[:::iil;i:;:-x:il:ft",,,,i'.,ir,.:,::::l::::11]l1H:illlJ"""'"'l,fl'!:l:::li'lill'ii;L:'il#;,;.;.'il:i,:::t.::1,:*i::,:::l:ii.llH::ilJll:llil"tsl.

t"'n':'lL:^'.:,,,Til1;;;;i^,:tii. ,̂ "a cliffcrc'cesirrlorlsw.rdsin thcv':rrr

ic lentity cognlltes all( i (-. . -.-.-.-.-, . i t i . . , .. . , . ,1reqoect for str-rclcnts'iclentrtycognrltesa'(r, ().r'rrur

l l ' '- ' ' , , :.:*'-..;.".,,,.-,-,.,o,. it ionru'rdrcspectfo r str-rclcnts

ons lirngurrges.ln so ttt"n*' yt'u demotrstratei:.::]:ll:],t]']'.t,.l].l];:,s.i':t'

;::]:'i:;;::l.l'*,.],i.1",,i,ii,.,i,,*i,,i.,csti,,cr,,ss-lir.rgr.risticstuclv

Vocabulary Assessrnent for PlanningInstruction

l } r t l i r c l l y s pe e k i l l g , t h C r ci r r e t w o t y p e s< l f r v c l r c l s tt l l l c c t l t l c e rr r e c l l v i t h f tl r } , r . r g l i s h

letrrtrers , v<lcirblt laryclcvel<lptnetrt :conterlt ,ere'.rworcls en d high-fr.eclucncywort ls.

Assessingsruderlrs,*,rr(.ii, i,,*r.clgeahc'rc1oi ;i.-l. '.elpsyor-rchooscstr'tdyworcls'

brrscdon wl-rrrtthcy"l';; i;

ittt;; antlwl'"tt,tl. 'tytltt:l t< ]lerrrn,Fll importirntcotr

tellt i lret l v<lcatrull lry, u., . . , . , . .n Cllgzlgcstttclents in brlr i l-rstorrl ir lg tt tclpic bctt lrc

tcacl'ringlb'ut it t" t"t'l i.,-ft plitlr k'.rvleclge ^':U t:l*:lllti'1"

arclclition'or

altcrrurtivcly,yor-lnligl-rtlrsk stuclcntstt l work ii. lpairs tl r triads,tc l write anythirrg

the1,know or calt gr-rcssabout a list of worclsyor'rprovidelh:t

writc or clrau

their respotrses'Yott ln"t t '; ;; lt f"" ' ' , i")ltt these'reslxrnscswith th e wholc class't s

a wa v to generate'ntt"" t l ld plrvetfrewa y fo r lear:ningirboutth e ttlprc'

Another *" , , t ' ; ; ; ; ' ^ lJt ' " "ut^bui"yis to give t t 'u1:n" a short l is t ot

worclsyou i .dge'u f . l " , about t l . re i rinr i r 'u . t iunui l .u. l . You may selectthe

worcls frotn,r wtlrcl frcquency list ' n."othtt ' ' guide' 1'ourcurricr'rlr-rmstandarcls'

or other resoLlrce.Next, as kyor.rrstudent r ao'i,-ri l.rr.*h.t l l. . theyknow th e worcl'

i rnd i f so how wel l the.vkrrow i t ' usingthe ct r tegor iesin Figure6'6: (1) I rec.g-

rrizeth e word, (2 ) I tt; i i t f l"; tn t *t"i ' (3) i ;; us eth ewotd in a scntence'atrcl

(4) I ca n us erh e ,"n..j in-r.u.ral clifferer-rt.;;;;)(;t. Aftcr briefly describingancl

g iv ing exi lmples ur * th of the four c ' ' l regor ies 'you n-r ightask them to place



I Recognizeth eWord

I Ca nUs eth eWordin aSentence

A \Yord t\bout Dictionaries

FIGURE6,6

lNronvRrAssgssvENrOF VOCABULARYUsII'Ic

WonlLsrs

I CanGiveaDef in i t ionofthe Word

I CanUsetheWordin Several

Contexts

worclsr tnclercacl l categoryof knorvlcclge.I ;or stuclcntsjust st l r t i r rg te lcar-pEngi ish 's i r r . rp lepict r r resare hclpfu l for c l ic i t ing rvorclknorvlcclge.l i1 ; rs l ight lymorcr lc lvr lncecll legi r tuers,yol r r l : rv uscrror :econt l t lcx,c lcta i leclp ictur :cstor st r , r -c lentsto clescr ibc.\Torcl lessbooks,discusscdin Chapter:4,rnrr l ,a lsol rc useclt<l

c l i c i tna r ra t i vcst o i l t f o r r . na l l vasscsss t uc l en t s ' voca [ ru l a rykn t > rv l cc i ge .I i r omclLr ick,i r r fo l r l la li tssessrr te l l tssuch as thcse,you car l bcgin to ic lcpt i fycl i i ferc l tsruclent 'slvorr l knowleclge,ancld i f fcrent iateinst ruct ion accordinsly.

A Word Jlbout DictionariesJ ' he reare t t t : t t t vv t t c i t b t t l a r yreso r r r ccsava i l ab l e ,i r r c l uc l i n rl l r t cn re ts i t esanc lpubl ishedl r later ia ls.Onc tmportentresol l rce,of coursc,is cl ic t i6prrr ies,l lc l t l . rcrcarel ) l :1nyto chcl t lsei ront . ' fo mcetyol l r stuclents 'vnr icdneccls,von ."v i l lwant toc-tlt lsiderclift i 'renttypcsof ciictionirriesanclchoosctlrc or.rc.sthat lrcstsr.rity,our-sru-

dcnts,vot t rgraclclevel ,i rnclteachingassisr . rnrent .[n adcl i t ionto standarc]Engl rshdict i t lnar iesYoLlusewi th nat ivc [ :ngl ishspei . r l<ers,prr [ r l ishersof fcr rhrcery; , .s, r fd ict ionar iesth i l t arcespecia l lvusefulfor l rngl ishlcarners:( I ) p icrurecl ict ionar ics;(2)monol ingual ,le: r r r rerc l ic t ior . rar ics;and (3) bi l ingr_r i r lc l ic t ionar ies.

Picture Dictionaries

Theieare a nunt l tcrc l f p icturedict ionar iesdesigncclfor c lernent i r rvschoolstg-clentsstrchas tl.rcl.crngmanChildrett 'spictttre l)ictionary (Longntan,2003) anclth eHsrctturt BracePictttreDictionary (Kelly, 2004).1-{arcourrB.a.. .1.,, offersrrspan rsh -Eng l i shb i l i ngua lp i c t L r red i c t i ' na ry (c r i r ne& vasqucz ,19941 .A l l o fthese.dict ionar icsprovide lo lor fu l i l l r - rst rat i i rnsof h igh inrercsr ,i . r ig l - , - f r . .1u.n.uwords.

Al t l r , rughdcsigncdfor youngerstudcnts,t l rcy can be r-rsei 'u lf9r o ldcrhcgrnlungL.ngl ishlerrr rcr .s.

,St lp l r is t icatedpict r - r recl ict ionar iesappr()pr iarefor olc ler ,intc lnecl iate ro

advancecland f lLter-r tEngl ishspcakersare a lso avai lable,such t ls the IJ l t in tatevrsuolDrct rrnt t ry, . (Evans,2006). This ci ict i .nary conrai r . rshigh qual i ty,colorrr t t ls t i "et ro l lsrnd dragranrsin 14 topic areas,sr-rchas the universe,prchistor iceafth,physicsan d chcmistry,th c visualarts, nrusic,and sports.

ztI



C,rr,tr,.ta* .6 . Wr'rJ-sLltt(l Mc.lnings: English Lettrners' Vctcabulart'l)ettektltnrettt

r"1,x

Bilingual Dictionaries

F.r stuc. lenrswh. are l i rer i r tein thei rpr imary larrguage,bi l inguald ict ionrrr icscrr t r

he hetpful.As the narneimplies,theseclic.t i<lnaricsar et\r'o-wzlyresourccsin r'vhich

vo u ciln look u1.rthc worcl in F.nglishan d fincl its equivalentin thc other larrguagc

arrd viceversrr .onc example is Sintctn& scbrrsrer ! Interndt i r t r td lSpanis l :

Dictictnorl '(C,arnez& Stciucr,2004)'

Monolingual' Language Learner Dictionaries

T . hcsed i c t i on r r r i esp rescn ta l l c l e f i n i t i o r r sin F . r rg l i s l i ,t he re f o rco f f e r i r i gr ro

rec()urseto i t student 'si . t I in taryl i ingt rage.( ,earedspeci f rcal lyto. l lo l l -n i l t ivcspcrrk-

crs, c lei in i t i<) l1susc rest r icted 'uu. , . tb. , l " ru,sonlcre ly int on t ln ly 2,000 c<l r l rn lorr

rvorclsin their clefinit it"t ' t Thcv irlstl lt la'virlclr-rdeinirlr:rrationot l grltrltnirr rl l l t l

, , *g1. .r* , , exa' rp lesrrrerhc ( l . l l i rs ( .obt r i ldLcdrncr 's( 'ot tc iscF'ngl ishDict i t t

, r , , ,1,1n. rp"r( i . l i i ' s ,2006) anl t l ' reLt .>r tgnt t tnL) ict iot t t t t 'vr t f Ortnt , ' t lpor i t r ,

F. t tg l ish( l . . r . rgman,)OOe), whic6 is a ls, avai lablc . r ' r l ine \vrvrv ' lc loce'c. t t l '

ei, l lr,r,,,slrrl-',"sitw o clicti.r.raricsar c clesig'eclfttr oldcr F'.glishlertr'ers' voLrciltr

a ls ' i i r ic lnr" . l i r - rgui i l le l r rcr c l ic t io. r r r icsf< l rchi lc l rcnt r t lc ltcet ls 'I l t s t l l l l ln t l ry- ,L,ngl ishvoci rbr t l r r r lc level t lprr lentl< l< l r l lsl r i rgei r r thc l ivesot

F. .g l ishl r . rgr-r r rgel . , , rn. r r . ' fhe j . in t iecl icat io, r. f teac6ersat lc lstuclcntsis nect l t ' t l

ro ntakc r,vorcllcrrntir'. lgeff".t iu., efi icicnt, ancl fr"rrl 'StLrcicfrtslvil l rrcqLrircrl large

nurnl - )eroi u,orclst l t r , r , ,ghI l i l t t l r i r lc< l t t l t t lL t l ' t ic l . t t ion,or i r l r r l rc lwr i t ten ' In aclc l i t ior l '

thcy r,vil llerrrr rrervrun,-irrhr,,ug6cxplrcit rvttrclstttcly.Ncxt, *' e 'ffer rv.rcl le'trrr-

ins i lct iv i t iesi tn( lst r r r tegiesfor bcgi r ln ingarrc li l l tern. rcdiateE'ngl ishIerrr t lers '

Beginning Level Vocahulary Learners :

Characteristicsand Strategies

l leg , i r t i l i r rglcvel l . -ng l ishler t r r lc rsposs tss r r rLrd imcnter l ' Eng l ish v< lc r rb t l l r r r t " t r l t l

e re l ike l , vto bcnc f i i i ronr ins t rucr ron t rs inqworc ls yoLrse lec t , f r t ) l l lt he f i rs t '5 ( )0t t r

1 ,000 h igh- f feL lue l lcyl is t . Yot r r cor l te l l t i l rea ins t r t t c t i t l r li s e lso 21l ' l l z1 lorsot l rccof

ne\v Englisl.r rvorcls, 11 sthcse tct lcl tt l be highlightecl arld repeeted in mcrrrl ingftr l

c() l l tcXtSoVcr 21;,", i. , .1 <l i wceks, t lrrrs prt lvicl ing f<lr dcpth cl f wclrcl lellrnir ig. '\ t

t l . r i ss tage,s tuc lcntsrv i l l a lso ler t r t l t l ranv wor t ls c l t r r ingthc cor t rsc t l f d ry - t t l -d r rv

c l i rss roomalc t iv i t ies ,pror , ic lcc lthat she l ter i r l l js t r r ' l t c l l i c \r r t . t l sec l to s t lppor t cor r l -

p rchcns ion. In adc l i t i< tn ,wt l rc ls ess t lc i r r t cc lt l rn d. i t y ro l l t i l l cs r r re cssent ia lx r ld

read i ly lcar .ed. T6e ac t iv i t i csthr r t fo l lo rv are espec ia l lyhe lp t t r l to beg inn ing rc ' r t l -

e rs bccausethcy g ive thern oppor : tLrnr t icsto le i r rn nervwr>rdsin a var ie ty of"v ' t vs '

Total PhYsical ResPonse (TPR)

TotalphysicalResponseis an approacl.rto languageteachirrgw,hichpeirs icti 'rtrs

rvith worcls ,, , ..r,tu.,u-i.t*"ittg iA'ht' ' 2000)' Typically' y.u begin with :rctiorr

wo rds , snch as , . s t and ' up", l r i , dnnun , "anc l"wave good -byc . "A f t e r s r r v rng

the worcl r rnd demonstrat ingi ts rneant t ' lg\v i th gesturesand.drarnat izar i t ln '

th e teircheruseslt,, ' ,"

ao--u'-'cl ' Fo r example' yoll say"'Stancl upl" ancl \ 'our



Begittning[.euel VocabulLtrJ'LeLtrners:

stL ldentsresponclb i ' s tandingr-rp.This rout ine is repeateclwi th other act ions\ ,vords.Throughacr ivepart ic ip: r t ion,sruclcnrslearnncw act ionwords by watch-ing,i l 'n i t i r t ineand respondingto thc teacher 'scornr.nands(SchLrnkci tcdi r - rFacel la,Rrrmpino,i rnd Shea,200-5).As studentsprogrcss,thc teacherusesmore elabo-rateclcommi lnds,suchas " l ) r - r tvour book on thc table. " In th is rv i ry,stuclentsleernaddi t ionalwords, includingnol lns,r 'crbs,acl jcct ives,aclver l rs,anclfupct i11l

rvorcls.Not lcasti t rportat r t ,the worclsi r rc learnedin nte: rn ingful ,errrnt rn i r t ica lconfexts.

A var iat ionou Tl )R is rheganreSimonSays.To get rcadyto p lay,a l l stuclcntss t anc lt r p .The l l t he t e i r che rg i vcs : rco r r r . n i rndwh i l c gcs t u r i ne , . s l chas "S i l ngnSi tvslvt tvct 'c lurht tndsin the ai r . " stuclents. r reonlv ru l ' ,1-r . r . . r :1ro carry out theact ioni f the conrr l i rndis precedcclbv the words, "s i rnon S:rys. "Otherwiscrh5,h rvc ' t os i t down .The t eachc rt r i esto " t r i ck " thes t udcn t sby occas i on , r l l yu rv rn r {cot r t . t t r t t tc isenclgesrur ing,but wi th<lLr tf i rst ut ter ins"Sin-ronSays."t3othTl )R a1{SintonSaysarc LrseiLr ltor bcginnersbccrrr- rse( l) r rct iorrsclc l r ror-rst r . r r terv1; rc lr r - rcrr l -i ng , (2 ) s t L rde r l t sshou ' con rp rehcns io r rbv res l ' r onc l i ng ,anc l(3 ) spca l< i nei s 6e treqLr i rccl .Hr l rvever,st r - tc lentsevcntual lynrrryta l<col r thc r :o lcof the icacher.therebygl i r i .g speaki rgpracr iccesthcy givethe fanr i l iarconrnrancls.

We cxpcr iencecll 'PRol t rsclvcsrvhen. fanrcsAsl rer ,the or ig inat6rof thc tcch-nic l t tc,genert tLrs lvagrecclto c()ptci6t9 <t r t rc lassr. . r -nt . c lcrn.nst ratc.I - lcg i lvcLts

conrnrrrnclsin Ar:abicsr-rchi rs "s i t , stancl ,walk ovcr herc,walk 6ver r Ier ic.h, , l . lv t l t t rhr tnclsup i l l the ai r . " At t t r tz ingl l 'a l lo i us u, 'c-rcablc to perfqrr .nt l - rcrrct ignsrt l t l tostr ight e lvav.One stLrclcnt\ \ r r lsevcl lable to rake thc rr> lcof leacler ,g iv ingcr l t t t r t l l l lc lsin Aral l ic .A l r ,ccklater ,en Arrrb icspcrr l<erin our cl r rssgau".un1a, i fthe sil lt ' tccott 'tt ' t trtttt lsancl,rcnrrrrkrrblywe stil l renrernbcrcclt l 'rcrv6rcls!Wc saw iorol t rselvest l - ratT l ' } l l o f fe lsI f t rn,ef iecr ive,lorv-prcssurcwa), to lcernnc."vworcls.Erper ier lceis thc eluc that rrakcslearni l rgst rc l<,r rncl

' fPl ti l lust rarcsth is copcept

verr. 'r,vcll!

Read Alouds

Wc cln't err-rphasizccttortglrhorv irnprlrtrurtit is fo rerrclaloLrclto stLrclentsrrt allgraclclcr 'c ls,I ( -12. Throt rghl isteningto sclect ionsrcaclr r louclro thcnr, F.ngl is l rle : l r t lerseai r t erpclst l rcto v l r r iousgel rres:st t l r ics,poul l ts,cssi l \ ,s,l t r t ic ies,d l t ( lnrorc.J 'hcvalsr tg l i r t iarn i l iar i tvr ,v i ththe sounclsand ci rc lenccsof ' theF,nql ishlan-gt raec'lv l t l re<lvcqI isteni t tgto rcadrr loudsint roclucesstudcl tste thc 6rgrrp iz i r t i . r randf lorvof wr i t tenF,nsl ish.

.For l l cg t r l t r e r s ,sho r t se l cc t i onsusua l l yu ' o r : kbcs t ,i nc l uc l i ngI )oen rs ,so r l q

lyr ics,arrc lbr icf st t t r ies.( lhooscselcct ionson fan' r i l i i r rtopics.Bef<i rereacl ing,r , r i . ,tnto i r r lc lbt r i lc lst t r t lents 'pr iorknowleclgeb,vbr ief lydiscussingthe t i r le 6r rnainideasi l l thc Picccas a whole; becausebLr i lc l ingbackgror-rncl1. , . i . , , r .rere l ipgIasbcct rshorvt lto prontotcvoc, r [ rLr laryrrcquis i t ion(Ulanof f& Pucci ,1999).In addi -t ion, c. ,nsidcrhorv vou rv i l l sLrpportconrprehensionthrough pi . ru. . r , 1c1ol rs,: rncit l thershcl ter i l tgassist i rnceas you reac1.Finelh i dcpendingon,voLrrsruclents 'enthusiaslnfor thc p iecesyou choose,rc i rc lthcnragainf ronr t lmc to r ime.SuLrsc-qLtentrcacl ingswi l l be easicrfor studentsto unclcrstancl ,and voc: rbglaryklowl-eclgecan be consolidirtccl.

It s alrvaysit.t-tportantto renrcrnbcr,of course,that listeningto any ertendecistrctchof or:rl languageis ir dcrranclinerask,cspcciallyfo r thole nc w fo rhe lan-guage. [ (owe.r) recentlybecir.nethe godparer-rtof a o.xacar-iMexican baby boy.

Characteristics anclSIrategi es

at3



C t t a t ' L l n6 ' ' W o r d s a n d Meanings:LrtglishLcarners'Vc'cal'tt l ' tr)'DeL'elttpment

To prep;rrcfo r n-ryne w role as pddrino,l wa s reqr-riredto attencla two-hotlr ' lrlss

of re l ig ior-rslnsrruct ionin Sparr ish,a languagein which I_amperhapsan i rdvancecl

beginnerat besr.l.u.n tt.,nugnt *'","lt.t. l i farnil iar

u'ith th econtentof th e class'

t f r rundthat I cor. r ldnut .o, ] . . , ] t .atc for more t l . ranabout 10 miuutesat a t lmc'

nrakingme painfu l l t 'awaret ' f n lv l . rc 'g inningstat i rs '

Word Cards

Word cards ar e 'scd to hclp str-rclerltsco'rsolicl i l te at ld remember words f. r which

the,va l ready kno 'uvthc meaning. To createwt l rc l carc ls .s t t lc lentswr i te the Engl is l r

rvorcl 9r r o1 c sicle*i,rr . 1., i. tur., sht lrt cl ef init i()t l , or translat igtt 61 the otl.rersiclc'

By cre:rt ing th e ir <>w. a,,, l. lr . ,u,r.-, , .stuclentsdevelop rr pcrs.trrr l c ' l lcct i.n geirrccltt r

, l i " i r . , run 'p^r t ic r , r Ia r ncec lsand in tercs ts .In r rc ]c l i t i t l r l ,Vot l c i l l l supp ly impor t r l l t

colt tent vocabulirry frtr thenr to acld. Becansethcy l<cepth e cirrclsrvit l 'r t l . rerl l 'vor-rr

stLrclcrltscrl lt revrew tl.reir worcls ir lt l iviclt lrr l lv or rvith a pcer when thcy hrrve it

sprrre-rninute or two. or-rcc t lrcv kt lt lr 'v th e llasic tnct lning <lf thcir u'orcls, thc,vcarl

conso l ic la tethe i r lc ,ern ing thr r>ugh vr r r ious l lamcs and ac t rv i r ics ' For exar l lp lc '

ygur stuclentsclr l c1<t*orarort", sr. tc[ lr s g,rguping thcir"v()rcls

ll v t lrcrrrt t t lg,5"

gr . , . . , . ' ln . ]n t ic^ l. ^ , .gury , < t r a lpba l lc ' t i ca l ly ( for tnore idcr rs ,sce r r lso cr " rnn inghrn l

(200-5) ;ar ld Bcer r ,H. ln t t ' ' " Ten ip lc ton ' hrvc r :n izz - i& [ohns ton ' 2007) ' As Vot r r

s ruc lentsg" i , - ,f1 , , . , , . f * l ,h nu, , rd ,r r r t t lt l . r c i rt t rc r r t l i t rgs 'the l 'c r r l sct then l ls idc as

le i t rnec l ,mak ing r , r , , ,n i , . ,thc i r co l lec t io t lsfor t lc \v worc ls .wr rc l c t r rdscan bc l t se t l

rv i th s tuc lents at any lcvc l to hc lp thcn l lc r r r r l r r t rc lrc t r lc t ] l l l c r gcnera l h igh

frcqr-rcrtcyworcls arrcls;recii ic cotltcl lt lrrerl \' ()e:1|.ruIr lr\ '

WordWall DictionarY

( ) r . r e s t r at c g l , Y ( ) t l ca l l r " r s c r ' v i t hb e g i n n i n g S t l . l Cl c l ] t s i s a i ' w l r d\ v l r l I d i c t i o n l l rr ' ' < l r t

which y<ttrp()st w6rcls f()r stt lclcrltstr l lc 'rrt t rrt lcl reviel 'v '-l

Iese \vords nlr ly coll l f

t ro r ] l yonr cUr rent thente s tuL lv ,i r s to l : v vot l a rc reec l i r lg , .o rl1 l l , vtop lc YoLl i l r t

teach ing. Yor - rn tay . r lso usc vour 'o \v r l jL lc lg rncntr rnc lk r l t lw lec lgeof

1 ' t lu rs t t lc le t l t s

to selcct wrlrcis tront .r n . ippropri. tre rvorcl fret l l telrcy list ' Nexr to elirchrvt lrd' r 'ott

n l i1ypos t a shor t def in i t ion or i r p ic turc to co l lvcy mer r r t i t tg 'l ' i s l I r i t l ren t i l lo t rscs

thc wal l c l ic t ionarv thr< l r tghor ' t tthe ,vear to he lp hcr iour th q lac lc rs learn n.or

,nvrtrclsancl revlcw thcm ovcr t imc. L.rrchtl. t<lt :nit lgrlf tcr roll call ' sh e tirkes a tc $

lu-l l l lLltesto go ()vcr th e newest"v<lrds

with students ailcl invites thctn to evalulltc

which worcls rhcy knrtrv well erlough to tarkcdowtr. b'xpancling tlt l rvt lrd walls ' ls

presented in (,hirpter .5 ior cnrcrg,entl iterircy, worcl wall cl ict iol-rariescrrtralso l'te

rusedro dcmonsr ra tc thc r - rsc( ) f AB( l order in i inc l ing worc ls i r l pub l ished d ic t i< r r r

r . r r ies ,inc lud i , - ,g1r i . tu , - . c i ic t ionar ies (c lescr ibedprev ious ly ) that r l re he lp fu l t r r

beginl.rers.

Working with ldioms

Idiomaticexpressionsar e cliff icultfrlr F.nghshlcrlrnersbeci'tttsctheir nrerrringsrtre

not I i tera l ,br . r tf igr-r rat i r .e,as you. rn. . . in thc Pci rnutscartoonabout " re l rc l ing

betrveenthe linesj'fh. b.rt apprtach is t. discussidiomsas theycorner'rp.i lrread-

i r rg t -na t c r i l l l ,i t r s t r t t c t i on ,( ) r conve rsa t i c l r r . Fc l ram o f c f oc r - r seds t udy tl f i d i oqoods t a r t i r r gpo int ca r - rbe t heAr r re l i aBede li abooksbyPeggyPar i shandHern

2t4



.Solnc:Peirntt ts :O I ln iteclSyr rc l ic r r t r ,Inc.

Parish.Thesefu n bcloksil lustratehunorous situatiorlsin wl-richArnclia intcrprcts

variousrvorclsauclicliomsliterally;insteaclof f igLrrativel)',ir sthey are meanrto bc.

For examplc,to "clustthe curt r r ins, "shethrolvs dust or-rthe curta i r - rs;to makea

sponeecake,sh euseskitchcnspongcs.Studentshavefr-rnir rclassreadingan d lrsten-

in g to th e books,cspeciallywl'renrhevalread,vknclw u'hrrtthe icliomsmcan bcfore

rearling.By exposingstudcntsto rr fcvn'iciionrs,yo u calrrrlcrtthenrto figurativer-rses

of l,rrrguag,calrt l hclp thenr recognizeicliomrrticcxirressionswhcn thcy conrcLrpolr

thcnrin their reaclir.rg.Your classnritvwant to c<>rnpilcan idiorr ltook for which

eachstuclcnftakcsan id ior l , i l lLrst ratcsthe l i ter i r lmerrn ing,rrndclcscr ibesthe i igrrra-

t iveonc.Or-rchanclyi rnclcornprehensivcintcrncts i teiswww. ic l i<>rrconncct i t l r .crrnr ,

which I istsic l iornsalphabct ical lyand by to1. r ic,such11sanimrr ls,sports,ckr thcs,

colors,fooci,rrncl+rrone\'.It also l iststhc 8() rnostfrcqLrentidirlnrs.

LJsingstratcgiessuchas TPR, rcirclakrLrcls,wrlrclcarcls,rvord wall cliction aries,

anclpictureclicrionrrriesyor.rcrln help your str.rclcntsntove to Llp to thc ilttcrnte-

cl iatelevcls.

I ntermetliatc LetteI Vocabulary Learners: Characteristicsand Strategies

. ::;,

..

,..

:.:i,

Interrnediate Level Vocabulary

FIGURE6. 7 . WoHr-,Wr.Lr

2t5

NOA4ATTERI{OWHARDI TRYICAN'TREADBSII'EENTHELINEs1

Learners: Characteristics and Strategiesln tcrrnccl iatcF-nel ishlcarnersnny l<n<lwr lany oi the f i rsr2,000

high-frequencvr'vorcls.In eclclit ior.r,mrrnywill be conrpctcntreirders

of graclecltexts anclnatur i l l r lL t t l ient ictexts, c lcpendingon thei rpr ior ct lucrr t ionalexpcr icnces rrs ingF,ngl ish.As lv i th beginning-

levellearners,yor-r. 'vi l l\vi lnt to spcndthe bLrlkof iocr-rscdreaching

tirne on thc hieh-frccluencywords rr nd specificcontent rrreawrlrds

that rheynccclto comprchendrhei rtexts.The act iv i t ieshereshoulc l

be rnostusefulto your intcrnecliatcF,nglishleirrncrs.

WordWheels

Word wheelscan be nsedto visual lyport raywords thrr tarerel i r tecl

in somewery,suchas synonyms.For exar lp le,to helpstudentsuse

nrorcprecisctcnns insteadof said,:r word wheel can be crc:rtcdto

show syrronynrssuch as s,rys,exclainted,stated,affirmed, related,

shoutetl,or yelled as shown in Figur e 6.7. Aftcr n-rakingsure stu-

clcntsknorv the centralword, discussth e drffcrentmcarringsof the



CuitrrnR 6 . 'Wordsan d Meanings:F.nglishLectrncrs'VttcabulttryDeueloptncnt

FIGURE6.8

LeruouRcrWrrer Fo RIRREGUIAFVERBS

r'vordsaroundthc wheel .Your studentswi i l enjoyusingviv id svn-

onyms for greatcrprecis ionin thei r wrr t ing and spezrking,r tnr l

they ivil l come to know them receptivelyir swell.

tanguage Wheels for Verb Coniugations,

Adjectives, A,dverbs, and Gognates[ .angr-rr rgcwheels,which are cornmercia l lyavai l r rb lc,cr l t tcontei t t

l . ranclyfor l rngl ishl .crrrnersin nr ic lc i learrc lh igh school ,part icul r r r l r

rvhcnwri t ing and prepi rr ingfor oral presentat ions.Or ig inal lylan-

gLragcrvhcclsfocuscclot r verb coniL igat ior ls.Lr l tcr t l . reywerc

aclirptcclto help str-rcicnrswith ircljectiveand adverbfortns.In aclt l i '

t ion, languagewhcclsar:cavai lableto i l lcr t studentst<tfa lsecou

natcs.Mardeof l iglrtwcightta g bo:rrcl,l irttguagewl.reelsc<ll ' tsisttt f rt

l rot tor l c i rc le,about6 inchesin c l iantetcr ,lv i th a s l ight lvsr t ra l ler

tag boarclc i rc lerr t tacheclon top, r ,vhic l . r ,vot tct l l l turn l lke a cl ia l .

F isurc 6. t : ii l lust rates horv t l rev 'nvork'nvi thi r regularvcrbs. \ 'o t r

sirnply tunr thc top wheel to rhe wor(l votl want-sin3-arlcl rire

2t6

wincl<rwcxposcsvrtriortsconir-rgrrtcdfot:nrs:sizl3,srrrzg,has strttg.J 'hcsanredie l r r -worclforrr r r tis usedfor adject ivc, rnclaclvcrbforrr tsi rncif r t lsc

cosl r i r tes. ' lhcsctoolstakc r-rsbackto our own hrghschooldayslcarning( icrr t t r t r r

anclSpanish,arrc lthar 'se lorrgt i rneago! For onl rnc in iorr lat iot . tabot t thorv to

find lirngr.ragci,vhcels,typc in keyworclslttngttttgcu'hccl or ucrb u'bccl.

Vocabulary Self-Collection Strategy

In thc Vocabulary Self-CollectionStrategry(FJaggarcl,1986), studentsselectotlc

w9rcl they consic leri rnport .ur tin r r r r . rssignct lrerrc l ing,pool i r rgthci r worclsu ' i t l t

thoseof thci r c l r rssmr. r testo forur , r st r rc lyl is t .l 'he tc i rchernlsoadclsworclsto thc

list. Onceworclsrrlc selcctccifrom a rcrrcling,yor-rrrnclyour stuclentsrvork tc)gethef

to cle i i lerrncl, - l iscr-rssthe lvordsin sor ledc' ta i1.Next , yot rlncl thc c lassl tarrowt l re

vocabul , r ryl is t bv c l iminat ingwordsthey: r l rcrrc lykuow at rc lsclect i r . rgworclsther '

feelrrrenrost rnrportrrrrtanclintercstins.No w thrrt 1'olthrrvea str-rclylist, you hcll-r

ygLrrstuclcrltsclccicleor rvari<lrrswil)'sto learnth e rvorcls,sLtchrt stesti ltgcarchotht'r

in pi r i rs.ln r rc lc l r t ion,yoLrmay wish to post worclsrrndcie i in i r i r ) l tson i1wal l c l ic

tictnaryirtr rcfcrencc.l ' inalIy,you nrirylvish ttt reststuclentsper"ioclicallyon worcls

they l - ravcstucl icd.Thc st ratcgyis bcnei ic ia l in that : ( l ) studentsact ivclyp: rr t r '

cipatc in sclecringin the worclsfirr stucly;(2 ) it clcvelrtpsrr strortgsenscof r'vorcl

cgrrsciot rsnessor r lwru 'cncss;and (3) stuclentslcarn to take chi r rgect fthci r on ' r r

voc, rbul i r rydevclopment .

WordWizard

WordWizard (Mcl(eown & Beck,2004), r l rcsearch-bascclstr:rteg)"encotlragcs

studcntsto i tct ivelytune i r rto ncw words uscdin var iouscontexts.Af tcr learning

neu,worclsin c lass.stuclcntstakenoteof thei r useoutsideclassin di f ferentcor l -

tcxts sgchrr sconversatiorrs,television,radio, tuag:rzines,or rrewspapers.Sttrdcrtts

rhen repo r t on t he i r f i nd i ngswher rt hcy nex t m ce t i n c l ass .I n sha r i ngt hc i r

reports,studetrtsare encourageclto explain thc different ways in which the worcl



lntermediateL.et.,elVocrtbulct4,Lrnr',tr,'t'CbttractcristicsandStrategies

was used.C)ncfol low-up rr ight be to createa chi l r t sumntar iz i l tgthe var ious

\,v:lysth e worcl was used along witl-ra tally of ho w many times rr particll lar Llsc

rv:rsreportec{.ln the researchstuclybv McKeown an d Bcck on Word Wizrrrcl,stu-

denrswererewardedwi th pointsf<t reachncw word alongwi th cert i f icatcsat the

en dof th e r'veek.

WorclWizarclfocuscsvour st l rdents ' i r r tent ionon new worclsar" rc lopensthci r

e) , 'esto r . rurrnceclme:rn ingsin di f ferentcol r textsor-r ts idcclass.Pcrhapsyou l revc

n6ticedholv a worcl yo u havejust learnedseellsto po p up cvervrvhcrcthcrerrftcr.

Word \il izard builds upon fhis phcrromcnonanclcrcritesenthusiasnriu'rt()ltgstl l-

c lcnrsas theycol lcctwords to sht rrcin c l i rss.F inal ly, 'S7ord\Wizarclrnakcsa nicc

conrplenrcntto t l revocabular l ,scl f -col lect ionst r i t tcgycl iscrrsscdpreviously.

Gontextual Redefinition

I lesear :chshows that i t i s c l i f f i cu l t to ler t rn ncn, worc ls fror r co t r t c r t , ev r t t io r

i n t e n n c c l j r t ei r n c lac l vanccc ll e a r n e r s ( F o l s c , 2 0 0 4 ; M c l (e t t l v r t & I t c ck , 2004 ;

Nag.v ,Andersot r , & Hcr rnr r r r , 19,97; Nat ior t , 2007) . Contex tua l redef in i t ion

( R e r c i a n c c ,B e a n , & B r r l d l v i r r ,1 9 9 8 ; T i c r n e y & R c a c l a r t c e ,2 0 0 0 ) i s rt s t r . t f cqv

s t u d c l t t sc a n a p p l l ' t o f i g r r r co u t t l r e r n c a n i n g o f r r n u n k n o w n r v o r c l t hev co t t ' t c

spor r r , i 'h i lcreac l i r rg .l -o r s tLrc lentsto be r rb le to c lc tc r tn ine wc l rc l t re , r r t i t rqsi t ' , r r t t

co l r tex t , they ncer l to have some br rckgrout rc lknowlec lgc or r the top ic . I r t i r c lc l i -

t i o n , t h c t c x r s h " c r u l c lbe r i ch c r . r oughi n n r e a n i n g c l u e s t o c n r r b l c r e r r s t l n : r l ' r l e

gr . rcsscs ,i rnc lfhose c lucs arc nros t r - rse fu ln ,hen t l - re) 's t r rnc lin c losc 1.1 , rx i t r r i t rt , '

r hc t r r r known l v o r c l (Schn r i t t , 2 0 0 7 ) . ( i i v cn t ex t s t h l r t I l c c t r h r ) \ c e t ' i t c r i r t ,

contex tLr i r lr cc lc f in i t ion prov ic lcs i s t ra teey thar enr rb lcss tuc lentsto f ignrc < t t r t

r u n k n o w n words f r : on rc< l r - r t c x tby n r a l < i n gi n f o r n r c d r r r t h e r t h a r r h a p h i r z i r r r l

! lL lcsscs .- I t l

t cach co l l tex t t la l rcc le f i r l i r ionyoL l t lsc sc l l te l lccse. t l t r t i t t i t lgn ' t l r c lsrhat l r rc

i rnpor t i rn t to t rnc lc rs tanc l ing : rpr lss i lgc ,and that yc>urs tuc lentsr l re not I ike ly r< t

know. Your i i rs t s tep i s to se lcc rsuch rvorc lsi ronr r .u . tass ignc t lre i rc l ing ,r r t , t i t r t r t in -

ins thc cnt i r : csentcncces contcx t . I f thc or ig in : r l sentcnccI r rc l<ssLr f f ieieI r t eo l l tux t

c l r rcs ,you rnay nced to rcwr i t c the scntenccto enr ich i t . The scnt t lnceshcre i l l t r s -

tr i l te rccreirtcrl sent enccs trsing tlte w<trcls,tdantdnt anclcttchinntt it t t t .

The professot 'w'asadr l r t t r l r tr rbouthow stuclentsshoulc lcomplefctbe r tssig l t -

r r rcnt ;hc tc l ldthcm hc rvouldnot r rccei ) ta l ty otherapprclach.

After sh ct<rlcll 'rcr:joke, tl.rcrewas a grcat clcaloi caL'hinnatirtn;ever:,vbod,v

laughccla lot .

W i t h r l L r tsh< lu , , i ngt hc sen t cncesto you r s t uc i en t s ,you p resen tthc w t l rds

tlt lt lmttnt'.rndcat'hinnati<trtit ' t isolation, pror.touncingthe worc ls as )-ou do sci.

Ncrt ask your studcntsto gl lcssthe wurd 's nrei ln ingi rnclcxpla int l - re i rr r r t ior . ra le

for thei rideas.Son-reguessesnraybe far f r<>rne()n 'ect ,but thet 'soki rybecauscthe

pl rrposcoi th is phrrseof the st r i l tegyis to i l lust r l te th i l t i t 's d i f f icLr l tto guessa

lvorclout of context.

Next, yo u show studentsth ervurdsin contextassirowniu sentences(a )ancl(b).

Stuclentsi rg i r ingr-resst l - remearningsof the rvords,not ic ing how helpfLr li t is to

have tl.recontext. At this point, you lnay wallt to presellti lnother selltctlce,fo r

wl . r ichvou model vonr processby " th inking out loud" as vou generatepossib le

?,!"7

(a)

(b)



Meartirtgs:t:ttglishI'edrners'Vocabuldrt 'Det'ektPmertl

mearrit-tgsllasedon c()ntext.ln the firralstepoi-theStl:etcgy'Stuc]entscheckth e dic-

ti itnary meaning.r *u.J, trurh in isolationan d in contextto cxperiencethe p()wer

r" t t ' l t l t i r t

r rual reclef in i t ionteaches studenrshow r. gcnerareplausib leworcl

n r e a n i r r g s f r t l t l r c < l n t e x t w h e n t h e , v a r e r e a c l i r r g 0 n t h e i r o w r r . I t i s r a t h e r t i m e

sur.r.rir.rg,bu t it 1,o'r studentsleilrn to us econlxt lvith caution an d sophistic:rt it l l l '

,vourt i r r rcwi l l havcbeenwcl l spent '

VocabularY Journals

You can think of vocabul , r ryi t lurnals. r rsr tnextet rs iot ' tof worclcercls 'As stLr t ler l t \

ar e assigrrccl,, l...;r;";;;. l i , ;; worcls,ther-note th ern in tl-reirvocabular.vlotrr-

n a l s e l o r l g l v i t h a c l e f i n i t i < l r i , a s e l l t e l l c e u s i r r g t h e w < l r d , a n d 1 ' ] I u . h . , h e l p f t

f o r re r l e t l l bc r i ng the t l l e r r t r i l . tg ' Thc l ' can t ' l * u "t he j t l u rna l f o rrev i cw ingwt l r c l s

anc l bec t l r . n i r . 'g f l . , en t * ' .r ' . r - ' . wo rds . M c l le t l ve rS t uc l en t scenac id l l ewsen t cn

when tl.rcl .,r,.,-t..t lt t" ' thc words rrgirin'Thtrs' th c vocabul:rryiourtl:rlsbecotttcrr

personi r l. l ic t , . ,nr f , st i r . I1ulet inginferestanclbLr i ld ing: ' rwarcl lcssft l r new wt l rc ls

rrndthei rl rcanl l lgs '

DictionarY Use

M ost o f l t s l r i r veuscc l c l i c t i ona r i es< l ft c r l c l t c rugh t on ra . kel ook i ng r - rp lwo rd f l

aut t l t l - . t : t t ic .Ht lwever, i incl ingt l rc i r r f t l rn-rat i< ln.vt l t l r lcccl i r r t l . recl ict i< lnaryis

l r c t l t r r p l c r ' - . ,. u . . , . , . T. , 1 - ' " 11 . , s tud " , . ' t so t l t' 1 : l sevcn -S t epp roccc l r .r re l r i r s

o p c c l ( S c h t l l f i e l t l , l g 8 2 ) s l r o w n i n F i g t r r e 6 . g . A s y o t t e x a m i n c t l r e p r t l c e c l u r e

siclcr\vhethe. ,,, , l. l , i--*,] ' . ,.siniplifv' it ba.secl,r,, y,,r,. stttdents'alle' nltrturity'zlrlcl

F. 'g l ishla 'guage; ; ; ; l t 'o" t t " t l tu t i t ' t i ' i t - ' " "a" t t thc proccd' re 'we rcc. tu 'et rd

g i v i r rgy t l u r , . "a . " , , ^ r - ' " r r c l c l ut t l f t hecha r t o r :c i i sp l ay i l l g i t c l r lanovc rhcadp ro

FIGURE6.9

Usrxcn DtcrtonnHYro n

CovpnrHErustoN

Sorrrt ' t ' :l ) Schofic lc l ,"L ls ir tg

thc I;ngl ishL)icttot l l t rvtor

( ionrprchcnsiotr ,"f l - 'SOl-

Qu, t r tc rh I (r(2) 'PP

1 u 5 - 1 9 4 .

Jo e didn't catcfi th e drift of th e conversation Student"niuy

no t r.""oqnite he or sh e didn't understand a word

"l,Xlil:.

!";[';3f#:i,r:!]i:T5,!?;',fr"'.'i,l?Svouwant

Somestudentsma y haveto learnth e alphabetto do thls'

especiallythosewitha ditferentwritingsystem-

lf wordseemsto be an idiomor se tphras-etr y lookingup each

.ain etement lf unknownwordha sa suff ix 't ry the entryTo r

Locateword(s)or Phrases

notunderstood

lf unknownwordis inflected,

removeinf lect ionsto f indword

to lookuP .

Searchfo runknownwordIn

lf you can'ttindat leaston e entrY

fo rthe unknownword,tr y

proceduresin th eexample '

Scanal l sensesof th eworduntilyou findth e onethatmakes

the mostsense.lf the rear emult ip lesensesor

homographicentr ies,reducethem

by elimination.

Sludentsma yalsohaveio lookup unknownwordsthatwere

usedin expla in ingth eorig inaldefin it ion 'Understandthe defin i l ionan d

integrateit intoth e contextwhere

th eunknownwordwas tound

Studentma y havelo infermeaningin orderto understandlf sensesof worddon'tseemto flt'

lookfo r turthercontextualc lues



IrttermadiatcLeL'elYocaltular|Lettrners:ChartrcteristicsandStratecies

to r or [email protected], mocielho."vyor-rwould pcrsonallyus ceachstep,an d tl.renhavestudcntsuseth e stepsto look up worcls,rvorking in prrirsor triacls.I -earningthc st ratcg) ' takcst ime and cf for t , but i f srucicntslearnto usedict ign-ar iescf f ic icnt l r ' ,thev lv i l l cornprchendrnorein rhei r rcadingand rv i l l bLl ld thci rvoc:rbuIarY.

Teaching Prefixes and Suffixes

Pref ixcsartc ' lsr- r f i ixcs( i .c. , af f ixcs)arc worth teachingif vor-rstar t or-r twi th i rst r , r l lt lu t .nber<tfthe tnost uscfu lones.Rcsearchhas shown that a sr.n i r l lnunt -berof pref ixcsci l l l bc for . rnr lin : r grc i r tnunrbcrof , "vr l rc lsst l tc lentswi l l bc reacl -i ng , and t hc n ros t co l nm on oncs may be raug l r t in the ea r l l , u rac l esr , l , i t hbeg in r r c r s(wh i t e , So rvc l l ,anc lYan : rg i h : r ra ,l 9 l l 9 ) . F r> rl r ng l i shJca rne rs ,s r r f -f i rcs for rcsl r larverbs r ' r rcin lp()r tant ,sr . rchrrsthc, r : r / ancl- l rugcncl ings.YourF.ngl ishi r rngt ragct levclopt rcntsfanclarcls,languaecrrr tsstanclarcls,anclgracle-l eve lcL r r r i cu l t t n rI l r t c r i r . t l sr v i l l hc l p you chooscspec i f i cp re f i xcsanc lsu f f i xcst o t each .

. f t rstasyot r ' l lu 'ar t tt ( ) teachhigh-f rcqLrcrrcvrvorcls,you' l l a lsowant t9 fgcrrs

on high f recluet tcvprci rrcs. For urr tnrp lc,rhe prcf ixcs un- i rnclr { , -r r rcusccll r6stf reclLret r t lyant l besrr tto ()ccurrr ti rbor-r tt l ' rcfot i r rhgrrrc lelevclof rerrr l i r rg.Sonrceithe t t thcrl t t os tco l l r r ronp rc f i xcsa re i l - , i r r r - ,n re i rn i ng"n<t t " . ' l ' he6 t hc r n r6s tconl ron prcf ixes on thc l is t arc d is.,cn-,i r t - , r t t t - .

Ot tccvot t h, tvesc]ccteclthc rr f f ixcsnrosfuseful to y()ur stgclcnrs.) lop cenbeg int o t h i l t k abo t r tho t v vo r rw i l l t eecht he r r . Us i nerhc n r< i c l e lp rcsc r r t ec lbv 2 f g

[ )LrkeanclPerrrsorr(2002) we suggesrseveralstepsfor tcecl . r ingprci ixes.' l

hesrrnrcpr<lceclurclniry lr c uscclfo r tcrrchirrgsrrff ixcs.

Strrrtby tell ins stuclcntsr,vhati' rprefix is auclhor,r, 't l .rcvcontnbritc to i1worcl 'snrcrur ing.Shor ' ' " 's t r rc lentssevcralex: rnrplesof words wi t l r pref ixes.

Provic lccxarrp les. f pref ixessuchrrsut t - , d is- , . r c l- anr lsh.w h.w the

prcf ixaf fcctsn,ord urerrn ingwi th scveralr ,vorcls.I rorcxamplc,expla inthat,lr- mc:1nsnot, rrnclr.vhenit is in fronr oi rr ."vorcl,it chlugcs rhc rneirrripg:f r r rcxanrplc,r r t t i t t terestcdrrer lnsnot i r l tcrestec1.rnhappy mci lnsnot nappy,anclsclforrh. You nr ightr lso showstLrderrrsth, r twherryol r takc a ; rref ixl twa,vyou st i l l havca brrsewrt rc l( ( i ravc's,20()6) .

3. Of fcr cxrrnrplcsshowinsst r . rc lentshorvyoLrnr ig, l - r tgucsslvorclbrrseclon th c prcfix.

the rnerrningof ir

4. Clu ic lestL lc le l t tsthr :oughthe proccssoi usingpref ixestr l r - rn lockthe nreanisgof wordsthey f ind i r . rrcadine.

5. r \sk studcl l tstc l takea l is t oi worclsrv i th pref ixesanclf igurcthci r nrc l r . r ingand givet l . rcnrrcacl ingsalnplescontain i l igworclswirh pref ixes.

As a i o l l ow-upto exp l i c i t i ns t ruc t i on ,you m ay w i s l . rt o n rakec i r rdse t sw i t hpref ixeson onesetof carclsand bascr.vordson i rnothersct .Working indiv ic lual lyor in pairs, stttclcntsn-ratchcarclsfrom the two setsto createtl"rcirown words,consol idat ingvocr lbr-r l i r rylearning.Thev may also then wri te the words in thei rvocabularyjor-rn.rals.Sirnilarstrategicsmav bc usedwitl.rsuffixes.

l .

2 .



Cu,lt'tr:R6 ' 'Words

FIGUBE6.10

SrRRrEotrsOroEn

SruorNrsFouNoMosr

USEFUL

-!otrrcc: Basctl ot r

S c h n r j t t ( 2 0 0 0 ) .

an d Meanitgs: F'nglishI 'eantcrs v(. )cabLildry D et'eloPrnertl

MEMORY COGtIITIVE METACOGNITIVEsoclAL

Strategleslo r

consolidalinga

wordonceit has

beenencounlered

Strategies{o r

consolidatinga

wordoncelt nas

beenencountered

Strategiesfor the

discoveryof a

newworos

meaning

1) bi l inguald ict ionarY

2) analyze anY

availablepicturesor

gestures

3) monolingualdrct lonarY

Strategiesfo r th e

discoverYot a new

word'smeanlng

Strategiesfo r

consolidatlnga

wordonceit has

beenencountered

1) as kteacnerro rparaPhraseor

synonym

of ne wword

2) askteacherfor

a sentencerncluclng

ne wword

1) say ne wword

aloudwhen

studYlng

2) connectword

to it ssynonyms

an dantonYms

3) studyth e

spell ingof word

1) wr i t ten

repetltlon2) verbalrePetition

3) takenotesin

class

1) continueto

studywordovert ime

Word Learning Strategies Identified

as Useful bY Older Learners

W. . h . r vc e t r t l r l t l t s i z c t |t h c i n t l r t l r t . i t t e ct l I g t r i t l i r r g\ t I l ( l t , l l l \ t . l r v . t r d i r t . | e l r t . r t . l c n r

rusc. f wr t rc l lc r r ' t r r . r * , , r ^ , . * i . t . Y, ,u , ' , ' ' l i jh tl . )el , l t e rer t . c l i r l t hc res ' l t s . t oue

stLrclvthirt ir t telltptecl to iclerltrfYstrrrtegics.that stt tclcrltsthcr.t lsclvt:sf<lut 'rclnrt lst

'sef . l , in t6is. . r . t^p"t t t l" lst tLr lentslcarningtrngl ish"l , l : l ]11] l

(Schrnit t ' ' l ' !1] -

Figurc ( r .10 sr - l t . l l l . t ' t r t r iz 'es t l . res t r i l t eg i ' . : :t l . s i r rgthe resei .Lrchcr 'st lve cr l tegor rcs :

dL- tern l l l t i l t t . r ' r ,S .c ra l , I l le l l lo ry r cog l i l t l vc ' i r ' - ' t l" t t t t t tugr l i t i ve '

f )e tern l in i - r t lon

anc l soc ia l s t r t t cg ies hc lp s t t t c lc r l t st l l l c lc l 's tanc li r w< l rc l 'st - t - t c ' r ln ing 'l )e termi r la t ion

s t ra teg ies r t re r tscc li " i :p ; ; ' ; ; ' t Jv ' rvh i lc soc iar ls t ra te t i t t . i " ] : : l . lu t ask ing the

rcaclrer i .r l-rclp. lu";; , ; ; ; ; ir i ; . i . rcl nret ircog.it ivc srrategies help stttdc'ts

consoIiclrrte rvorcl urcrtt . t ing,s'If yott wtlr l< w.ith oidcr sttrden.ts,,1lrun'r ight shrrrc

lrcl cl isc'ss,h.r. rr, , .r. [ i . - l '* irr-, rr-. , . , '. I -ct therll ch. 'sc str irtc!] iesto tr ' out rr l lcl

thc t t cv r r l t t i r tethc i r u" fu l ' - t t " ' ] f yoLr r r recspec i ' r l l vcL l r ioL ls 'vou n l ight wal l t to

t " , , f * , . r r i i . l .a r lc lrep l ica te thc s t l rc lvv< lursc l f '

one , f t c r i" ] . " , i , ! r .a

- r , ' : " , . ' * i - " , r , . ' t ed bv the s tLr ( lc r r t si r r the s t t rc ly(Schmi t t '

2002),is t l.rcl<eyrvorclr lcthod ft "

"t t ' '"t"i 'rng

n: w

]: l:r it*f , l ] ]"

It r this mult istctr 'r

tr ltret. t . t t l t . t ic1, l. . , . . .1. ', . . , , . 'd.n,, select i lrrclrncnrt lr iz-easstlciat it lns betwecn lr target

rvorcl (1.2) ;-rncli ts trr l l tsl i l t iol l (nlcrrr l i l lg) rrnclrr sinri lt tr sor'rr-rclinglvt lrcl iu th e t' l '

Sorne o lc ler . ,udt " t ' ' " . ' t u i inc l thc tcchr l iq r - rehc lp t t r [ ' Howevcr ' we s t l ! ]ges tth i l t

vocabr-rlrrrylcrrrnrrg rtt . ', . ' ,"tt fr.r i", l sp. l 't t 6er'rr ingrrr lclr"rsingtleu' tvt ltcls in t. t lert t l-

ingftr l cclntcx., , , '. ' . t - , . . , . l- . , . , . . '- '., tu. l i"s. On e clrvelrt r 'vc<lifer l lror.rt teaching,an )

s t r i r t cg .Yis rhe 1er r rnrLr fp"y t : l f i i r l r c i r t io r r to thc t in lc spent te i rch ingi t '

1 il

i

rl1i

illrri

AssessingSecsnd'LanEuage

LearnerstrfocabularYPr*gress

Yort urrtv itssessvoLrrsrudent'svocabulary lcarningtll::: l l l l in scveralwirys'

F i r s t o f a l l , y < l u m l r V t l b s c r v e a n d j < l t t l o t e s a s s t u d e n t s w o r k i r r s n r a l l g r o u

re i rd i r rgo r r vo rk i ng i ncoope ra t l veg r ( ) t l psoncon ten t a rea t asks . I nadd i t i on

m i r v c c l l l e c t t l r e i r p e r s t l n i r l c l i c t i < l r l a r r . , p . , l . , d i . a l l y , a n a l , y z e t l r e i r e r r t

n r . r k e a r r o t e o f s t . . n g t l - , s a n c l n c c c l s t . , d i s c u s , i n a n i n d i v r d u a l c o n f e r e n c

yor.ras k sruc.lents,; ';;;;;,;esenr their understandingsaspart of your colrtent



D i[[erentiating Vocabulary I nstruct ior t

areatei lchins!yoLlmay wlr tch for r tnd note correctuscof technicalvocabular ,v

, ,ouhrrvet rrught .Arrot l rcrwi ly to assessvocabularydur inginst ruct ior-ra lt ime is to

.ng.g. srudcntsin cl iscussiorrof lvorclnreanings(Simpsonci tecliu O'Mal ley &

pierce,1996).For cxi r rnple,you may assesshow wcl l st r - rdentsrecognizci r r . rdinfcr

re l r t i onsh ipsby ask rngho rv , t pa i r o f l v< l r c i sd r i o r do no t r c l a t c ,f o r ex : rm p le ,

h<'twI'rntltt l lrtnd socccrarrci,rl ikcor cliffcrcnt.Or you nrav rrskstudcrrtsto take ir

l is tof objects.c l i tss i fythernby conrnronat t r ibutcs,arndni rrnethc classto ' "vhich

rhel ' l re l<r l rg,for cxanr; l le ,duck, zebro,rrndl i 'og rnaybe classi i icc lr rsaninrals.I f

rock is in thc l ist , i t h ls to be sct asideas r1noLrt l ier- .F.achof thcscal tcrn l t ive

st r i r tegiesrsks studentsto c1osonreth incnroreclaboratewi th a word r ,vhicbnrav

rer, 'eal,r clec;lerlci, 'cl<l fr,r,ttrclknowleclge.

ln i rc lc l i t ionto rrssessiugvocrrbulery11sprrr of inst ruct ion,you n ' r r ryrr lsor . rse

t r- i rc l j r ionalnrei lnssuchas rnr-r l t ip lc-c l ro icctcstsand nr l tchi r rgi tcnrs.l -hc benerf i t

6 f t hesct l ac l i t i o r ra ]i l ssessn ren t si s t ha t t hev r r r cqu i ck and e r r sy ,r r r r c ln r r r vbe

acinr in istereclto thc r , r 'holccl r rssat one t inrc.

l -ool< ingback, nrostof us crrnrcrncnrberirn in i lucut ia]tcrrcheri r r our i ivcs.

Onc sLrchinf lLrcnt ia ltc i rcheluvrrsl ) rofcssr l rFcl therstone,n 'ho gavcthc f reshrnen

l i tcreturccl r rssrrbout2. i key tenns wc shoLr lc lknow in orclerto l1-rpreciatcarrc l

c l iscusst rngl ishl i tcret rr rc.Wc knc rv we woLr lc lbe restedon thosctcnns, so wcstLrcl ic- i lthcnrwel l . 81 ' theenclo i the scrncsterrwc wcrcel l r i l therinrpresscdbv t l re

ler , 'c lof sophist icrr t iorrr 'vehaclrchrcveclin our l i terrr lyc l iscoLrrsc!Start rngrvi th

t hoseke i ' t cn l s , l (O rve r r )enc l ec lL rpm a jo r i ngi n l r n { r l i shl i t e re t u re .l ) r o f csso r

Feat l rcrstone,by tcaching,inrport rur tl i rerarvtc-rr - r - rs,provic lct lLrswi th thc worcls

anclic leasrvcnceclcclto ut tc lcrst rurc ll i terat rr rc:r r r r i l i tcrarycr i t ic isrn.t \nclknowing *f ,Xrhi r thc rvouldbc tcst ineus on thosctcrr ls rnot ivrr teclus to stLrcl r ' !

Xlifferentiating Vocahulnry Instructionl ) i 1 - l c r c r r t i a r i ngvocabu l r r r yi ns t ruc t i o r rr c r l u i resr i s t o cons i c l c rc r r chs t uc l c r r t ' s

rvorclkt rorv lct lgcin rel r t t ionto gr l rc lclcvel curr iculunrst i -Lncl r r rc ls,eoer ls,r r r rc l

ob j cc t i ves .S t L rc l en tcou t r i bu t i onst o I ( - \ i ( / - 1 .ch r r r t s( sccOhap t e r3 ) enc lvou r 'o t he robsc r r , ' r t t i onsc l r - r r i ngrns t l uc t i onl . r . t v i c l ef i r s t s t epsin asscssn ren t .Sho r t$,0rcll is tsof i rnporterr tcontent i l rc i r tcf l l rs arc iurothcrwi ty to: isscssstuclent

u. 'o ldkt rorvlcclgepr ior to inst ruct ion.Worcl i requencyl istscrrnhclp yorrc lctcr-I t t i t rcothcr rvorclsyour stLrclcntsnray neccl .I " inal ly,eachstudent 'spersonrt ic l ic-t i o t t r r r l ' e r t t r i eso f f c r an o r t go i ngrcc< l r c lo i i nc l i v i c l ua lvoc i rbu l a ryl cvc l sr rnc lgrolvth.Wi th th is informir t iorrin hartc l ,yoi r r ,v i l lbe ablc to nr : rkeLrseoi selerrr lfcr i turcsoi th is chapterto c l i f fcrent i l r teinst ruct ion.One iei t t r l rcis thc c l iv is ionofs t ra t eq i csn t to bcg inn i ng , u r . li n t c rn rc t l i r r eca t cgo r i es .Ano t he r f e r t t r :r c i s thechrr t i r r F igr-r re6.1, | ,wl r ichsuggestsgraclelcvclsrr twhich crrchsrrateg"-r . r . r r rvbcusecl .F i r t r r l lv ,vou wi l l bc able to i rssessstudentlc i r r r . r ingaf tcr inst rLret iorrusinq

thc vrrr ioustcchnic luessuggcstccl .I r t ( ihrrpter .3,rve of fercda scaf fo ldfor p lanningcl i f fer :cnt iar teciinst ruct ion

that cal lsvour i l t tent ionto who, whrr t ,holv and how wcl l . We usethat scaf fo ldllow to clcscribediffercntirrteclvocabr-rlary,instrucrionrelateclto a thcmc str.rclyontravel irncldistance in ir f ift l-r-gracieclass.The lcssonis basedon a fifth-grirdescict rccstanc' lardthat requi resal l srudcntsto clernonst rateknowlecigeand Lrnclcr-



;

22?.

Crr,qlr l.n6 . V/ordsand Meanings:EnglishLearners'VocabularltI)euektpntent

Sumrnary

standingof the planctsin our solar systcm,thci r s ize,d istancef rom thc eart l r ,

temperatllre,an d th e compositi i lnof their atm<lspheres.

Who: Fifth-gradestudcntswho are beginning,advanceclbeginning,an d inter-

mecl iatcEngl rshlangu: tgelearners.They reprcsenta var ietyof pr imary language

b,rckgro, -r , rJs.They havc al l cnjoyedlooking at thc night sky and i rre farr- r i l iar

withth e '"vordsmoon) stars,an d surt.

What :Thc openinglessonfocuseson the in i t ia l conceptsfc l rthc thcnlestudv

rrndcorrespgnclingvoczrbulary:solarsystem,sun, planet, and distance.The 1ext

part of th c rhentestuclywrll acld:diameter, ternperature,atrnosphere'surface,

gas, and oxygen

I Iow:Showinga large,ct t lor fu lp ict t t reoi t l - resolarsystcm'the teachcrpoints

out the sun, the tar th, and the planets,invi t ingst l ldentsto of fer corresponcl inu

1vordsin thci r pr i rn i r rylangurrgci9r thc rnul t i l ingr :a lwal l d ict ionary.A K-w-L

chart is crcatedto e l ic i t ancldcvclopl tackgr<lundklgwlcclge<lnthc t< lp ic.StLl -

dcnts thcn wctrk in triarclstt l crcatc 2111illttstratcdposter on r.rnassignedplrlnct'

.s i1g textbggksanclother resourccr l r r tcr ia lsthe tcachcrhasgatherc-cl .F- i lcht r iacl

lvil l incluclerrbeginning, :1 pintermediate, irnclat radvancedF,nglishlcar'cr. Th e

' r . jcct involvesdra* i r . rgrhe pl i rnct ,label ingi t , r lnclwr i t i t tg i ts c l ls t r rncei r t ln l thc

,un. fn. posterwi l l l i l rerbec<>ntcthe openingpageof a short rcportor l the pl rr r l -. ts couer i i - rgsr . r Iseclucr. r tip f6rmat ionon the plancts,incl t rc l ingsizc,pr ls i t ior li r l the

s , r l , t l 's y t r c t t t .i l t n l ( ) \ P h L ' r c '' t n t l t t t l t tr f t t t t t '

Howwell:BeginningEnglish learners wil l be able to point to th e strn and the

p lanets 2rsthcy are n i rmec l and s t r r t c the i r d is tance f rom the sr - r t lw l . rer rasked;

interrnediate English learners wil l be able to orally clescribc thcir planet 's loca-

t io l i6 the sg lar sys ten l anc l i t s c l is tancef ror r thc sut r , us i t . tgt r r rget voc ' rbr - r l r t r r ;

advanced English learners wil l be :r lt lc to us c facts to expli l ir l gcuer:r l izrrt ions

rrb6ut t lreir plrtnet, snch as hrtr,vit s distancc fr:orn th e sttr l affects its tenlperrlt l lre'

Al l s t t rc le r t t swi l l r ccorc l ta rget vocr rbr - r la ryin thc i r sc iencc journa ls , a long wi th

ar . ryi rc lc l i t iona lworc ls the,vwrsh to inc luc lc . Ncxt to the i r words they notc the

l rean i r . rgin w<t rc ls ,p ic t t t res ,9r t rans l r l f ions . ]us t bc f6rc s t t lc lentspresent the i r

1- ros t " rs ,t l . 'etcachermeets br ie f ly rv i th hornt lgenot rsgr ( )ups(basec lon Engl ish lar l -

guage prof ic iency) to prov ic le ac lc l i t iona l vocabul r r ry re in forcemerr t anc l ass is -

, .n . . , d i f f . r .n t ia iec l fo i bcg inn ing, in tc rmedia tc , anc l r lc lvancec ll rng l ish lcarners '

In this chapterwe discussedvocabularyacquisit ionand it s relationshipto reading

lorrrpr.h.nrion, acaclemicliteracy, an d general communication in and ou t of

schotl. With a focus on high-frequelcywords and content area vocabulary, we

exolainedthreemaio6ouri, of .word learning(1) incidentallearningof words in

.onr.", i lcluding oral communication,reading,an d writ ing; (2) explicit instruc-

tion on specific words; and (3) explicit instruction on strategiesto unlock wofo

meaning and help students become independent word learners.Expiicit instruc-

tion on*words"n d

word learning strategiesalso heips studentsdevelopword



8 9 1 0 1 1

Suntmarl,

FIGURE6.11

GnnoeLevrrsRrSrRRrrcrEsMnvUseo

WHro-rrf Essessmenl

Formal

ln lo rmal

Redef int ton

US E

ld toms

LanguageWheel

P ic lu reDic l ronarY

Pretrxes/Suffixes

ReadAlouds

TolalPhysrcai

ResPonse

Vocabulary

Journa ls

VocabularY

Sel tCo l lect ion

Word Cards

WordWallD clionary

Word Wheel

Word Wrzard

.: r') ^1

i , ; " . - l

consciousncssso that they t reconremore : lwareof words, worcl p i r r tsi rncithci r

nrcanings,nelv words thcy come across,and di f ferentforms or usesof learned

rvords.Through this :rrvarenessand wide reacling,stuclentsdevelopfluencyin rec

ognizing:rnd understandingwords in oral anclwritten ccltnnrunication.!/hile this cl 'raptcrIrasconccntratcdon teachingspccif icselectcdwor:clsancl

<l nteachingstuclentsstrategiesthat wil l hclp studcntslearn lvorclsindepcndently,

latcr chaptersdiscr-rssstrategiesthat help studentsconsoliclatetl.reirleanringirnd

elabr>ratcand deepenword meaningsand assessthc brcadthand dcpth of thci r

knowlcdgc. St r :atcgiesthat help studcnts elaborrr teancl consol ic latcwords

cl iscusseclin later chaptersincludethe fol lowing: ch-rster ing,nrapping,sclnant ic

featureanalysis,and structr-rredoverviews.

Figure6.11 prcsentsthe gradelevelsat which we havc sccnteachersuscthe

var iousst rategics.



Cuarr r.n 6 . \ilords antl Meanirrys:English Learners' VocaltularyDeuelopnrcnt

$uggestions for Further Keading

Ii

illirll,itl'.rlill,.illil

rl

iIl

l

ll

Bear,D. R. , Helman,L. , Tcmpletou,S. ,In i ,ern izzi ,

M., rrnd.fohnston, I '-.(2007). \Yordstht' ir wat'

u,ith F,nglishLectrners:Word stutly fo r phonics,t,ocabulary,and spell inginstructiort.Ne w .fcrsey:Pearson/Merr i l lPrent iceHal l .

The t i t le saysi t a l l ; th is is a rcsourceevery

teachcrof Engl ishlearnersshoulc lhave. I ivcry-

t h i ngyou cou l c lposs i b l ywant to know r rbou t

worclstudy is herewi th a greatvar iet ; -of : rct iv i -

t jesand st rategicsfor rvorkingsuccessful lyrv i th

L r rg l i s l rl e : r r r r c r s .

I leck,1. ,Mcl (corvn,M., and l (ucan,L. (2002).

Bringing u,ords to l ife: RohustuocLlbulLtr)tirtstruc-

/ i r .uz.New York: Thc GLri l fordPrcss.

Thisbook, rvrittcn bv in.rport:rntvoca[rr-rlaryrcserrchers,focuseson net ivcL,ngl ishspeaking

st l rdcnts.I lowevcr,i t col r t r r insnl i ln) 'iL lc: tsan( l

st ratesicsthat carrand havebcenusedwi th

secorrcllar.rguragele:rrnerssLrccessftrl ly.After a

726 luct t l1 ' r r rsent l t iouof a rat ionr l lefor :" l lo [ rust"* ^

vocrtbrr l r t ryi l ts t rLrct ion, "chrrptersinclucletopics

on choosingvoc: rbnIarywcl rds,int rodrrc ing

vocabulary ' ,ancltezrchingvoca[ ru l i r ryin errr l ier

ancllater gracles.

F-olsc,K. (2004).VoctrbularyMyths:Altlt lyingSet'tmd

Langu,tgeReseart'bto LlassroomTedching.

This book, c lcrrr lybaseclon research,nr i ry

changevour minclas i t c l ic lour 's on vocabrr lary

tc lching. When you rei rc lthc var ionsic le: rsi rbout

te: rc l . r ingvocabularv,yor. lnraybc surpr iscclto

discoverthr l t t l - refo l lowing are myths: "Usi r i i i

worcl l is tst t>[carnsecondl i rn5i r - r r rgcvocabr, r lary

is unproduct ivc; "t l re uscof t r i rnslat ionsto learn

nervvocabularyshouldbe discourrrgecl ;ancl

guessingwords f rorn contcxt is an excel lentst rat -

cgy for learningsccondlanguagevocabulary.

The book cl iscussesrescarchon ei rchtopic r rud

sugf lestsappropr iateact iv i t iesarnclst rategies

basedLrponresearch.An excel lentstar t i r rgpl r rce

to ]earni rbor-r tteachingsccondlangurrgelcarnersand vocabul i r ry.

Krashen,S. (2004). Th e Potuerof Rctding:

[nsightsfrom tbe Research(2nd Ed.). Pr>rtsnrouth,

NH: Heinemanrr .

I(rashen'sbook presentsevidencein favor of

freevoluntary rcadir-rg(FVR). By freevoluntary

rei rd inghe meansrcadingthat is sclcctedby stu-dentslvho arenot askedto makebook rcportsoranswerqLrestionsfrom a teacheral;r>r-rtwhat they

are reading.He statesthirt: "Freevoluntary read-

ing is the for , rndat ionof languagceducat ion. "He

says:( l ) " l - i r r rguagcis too conrpJcxto be lezrrned

onemle or wcl rdat a t ime"; (2) "L.angutrp ieusers

mustrrcclu i rernanyworclswi th many nuanccsoir leaningand cornplcxgramntat icaIpropert ies" ;

(3) "Teachingvocabularyl is tsis not c i f ic ient .l 'hetinre is bettcr spcr"rtrcacling"(p. I 9). I(rasherr's

vielvson ir.rcidcntirllear:r.rir-rgirre diffcrcnt fron.r

Folse'sand arc irnpor:t irntto know.

Nat ion, L S. I) .(200-t l .[ ,earningVocdhular l '

i t r Anc. t thcr LLtngudge. Cambridge: C.arnbr idgc

Universi tvl ) ress.

Ni r t ion is one of the major scholarsand

resci r rcherson voczrbularyrrcclLr is i t ronand terrch-

ing.Chaptcrsin th is excel lcntbook incl r - rdc:rhc

goalsof vocabularylearning,knowingr l u 'orc l ,

teacl.ring ancl cxplair ring vocirbr- rIarv , vocabulary

and l istcningand speaking,vocrrbLr larylearnrng

strategicsrrndgr-ressingfrom context,."vorclstLrdy

st rr r tcgies,tcst ingvoci rbularyknowlcclgerrnclusc,

ar-rt ldesigningthc vocabularvcomponentof rr

langLr, rgecol l rse. ' fh is comprehcnsivebool<is avaluablercsourcefor arnytc i rcher,bur espccia l ly

for terrchersof olcierstuclcrnts.

Nat i r rn,P.( t .d. ) .(1991).New woysin tetching

L,o(LtbttlLtry.Alcxanclri i i ,VA: Teachersof tnglish

to Speakersof Other Lirngr,ragcs,Inc.' fh is

is r r rcsol r rccbclokwirh ovcr onc

hur. rdreclarct iv i t icsfor r , rsewi th var iouslevelsof

Engl ishlcrrmers.Eachact iv i tycontai r rsa descr ip-

t ion of the levelof the act iv i tysuchi rsbeginning,

intermc-di r te,and i rdvanced,a descr: ipt ic inof the

ai rn/purposeof the act iv i tv,the c l , rsst imc the

rrct iv i tywi l l take, t l . repreparat iont i rne,and

resources.Act iv i t icsrangefrom meet ingvocabu-

lary for thc first t in're,esttrblishingvocabtrl irry

that has bcenprcviouslylearrred,enr ichinevocan- '

u lary,and developingvocabularyst rategiessuch



asguessingwords f rom context ,lvord bui ldrng,

usingdict ionar ies,and giv inglearnerscont ro l .

The lastsect iondealswi th dcvclopingf l r - rency

wi th known vocabulary.

Schmit t ,N. & McCarthy,M. (Eds. ) .(200.5).

Vocrtbttlary:Description, acquisitirtn andpedagogy.Carnbridgc:CambridgeUniversityPrcss.

'fhisexccllcntresourcebook, writtcn iry

experts,containssectionswritten by many of tl.re

to p reseirrcher:s/educatorson secondlangr.rage

Actiuities

vocabr-rlaryacquisit ion.Articlescover a rangeof

topics including:vocabuiarysize,text coverage,

worcl l ists,written and spokenvocabulary,vocabu-

lary acquisit ion:word structure,collocation,

word-class,an d meaning,what's in a word that

makesit hard or eASy,someintralexicalfactors

that affcct th e learningof words, vocabulary

learningstrartegies,:1ndcurrent trendsin teaching

secondlanguagevocabulary.An excellent,sophisti-

catecldiscussionof many levelsof vocabulary

acquisit ion,le:rrningand teaching.

ActivitiesL Tr y readingspccif icaspectsof both Folse'sbook

an d Krashen'sbo<;k.Fo r cranrprlc,I(rrrshenstiltcsthat "Tcachingvocrrbularylistsis rrotcff i-

crent . ' I -het ime is bet terspentreading"(p. 19)

But Folsestatesthat it is a nrytl-rthat "using

word liststo le/trnscconcllrrnguagcvoc;rbulary

is unpr.ocluctivc"(p . x). Is therea wily yo u ca n

rcconcilethc two secminglycontraclictoryvi ews

of vocabr.rlarylearning?What do Nation ancl

othcrshaveto sayabout learninefrclnrlists?

Flow clothcscvariousvicwscornparct() this

chrrpter's viewsor.rth e sarncsubject?

2. Lo ok Llpthe differen t l ists rccorrnrended[o r

studentvoci lbularyat rhe bcginning,and ac: r-

derniclevels.Discusswi th a partncror iu n

grouphow you mighrusea l ist to evaluatc

studeutvocirbularylcvelsand to tcach stucients

necessaryvocabulnry.Yor-rmay want to usc rhc

l istsmcnt ionedin th isbook or you may want

to look at othcr l istson thc intcrnct to derer-

minewhat l is t (s)would be rnostusefulwi th

your spccif icstudents.

3. Describestudentsin a classroomanc{explain

ho w you would createlessonsfor the followrng

l ists:the f i rst 1,000words,the second1,000

words, or it contentareaword list. Shirreyour

tci,rchingideaswith other studentsin your class

rrnclclctcrrnincwhich activit iesor approachesyoulrgroup rhinks woLrldwork bcst.

Ar th, :cn. l of th isch. rpter ,wc suggestg, iv ing

stlrdentsa list of wor:dsthat will provide a

for-rndirt iorrfo r thern in a specificcontcnt arca.

l)isci-rsswhether yo u would usethis approirch 23 5

or not , In your discussion,ta lk about how stu-

clentsmight le;rrnthescwords with another

lpprorrchth i l t n lJ) bc mrrrei t t lcrcst ingor

rnorc cffcctive.

We shareda speci f icmemorywe had learning

words in ProfcssorFeatJrerstone'sclass.Think

ofyour

o\ \ 'nvocabularylearningin classroomsanclbeyond.What was nrosthelpfu lto you?

Where ar.rclho w did you lcarn most of your:

vocabul : r ry?How might th is knowledgeof

your own lear:ninginform your classroon.r

tcaching?

Do you think somestudentscan le:rrnfrom

word l is tsand that otherswi l l not learnas

werll?How will you adapt your ow n teaching

strategiesto meetth e needsof studentswh o

learn differentlyfrom one another,of students

wh o learn well by memorizinglists,an d others

wh o cl onot?

4 .

5 .

6 .



cu.rllr.n 6 . ',Wor,Jsand Meanings: English Leanters' vocabtrlary Deuelopment

ffiyeducationhb)WheretheClassroomComesto Life

Video Hornework HxerciseAn ESLVacabularY Le sson(ElementarY)

In rhevic icct ,thc te i rchcrdel l lonst ratesi r v<lcabt t -

larv lcssonin which shcf i rst pr t l t lo t - t t rceseach

l r ,orc l ,hast l rcchi lc l rcrrpronot l l lceeachworcl '

anclthcr tasksst t rdcntsto mrrkevocabLr lary

crrrclsof thc tvords fo r sttrclv.Next, shegives

rrc lef i r r i t i< t r rt t f eachworclor sotnet i t r lessheh:rs

chi lc l rcr ti tcrot l t a word. Sl -rcalsoclescr ibescach

worcl irt witvs thrrt lvil l l iclp the chilclren becotrle

fanr i l i r rrv i t l . rt l . rcrr . r .F i r la l lv ,theywri te thei r own

scntertccsrvi th thc words and play thc chi lc l rcrr

ganrcswi th the tvordsto l lu i lc lf l t rcncy.

G< lto M1'F.clttcrrt irlt l l .rrb,selectth c trl l-ric

"Vocabtrlrrrv,"anclr,vatchtl 'rcvit lco entit lccl"A n

ESLVocabLr laryLcsst l t t ."' i,26

l . Ljsingtl-ret.noclelpresc-ntcdin Chaptcr 6,

hr t rvru ightyoLrdevcl t lpyot t r lcssot tfor the

srtt 't telv<trcisdiffcrcntlY?

2. WoLr lc lth is lessonl rc c l i f fcrcntior o lc]er

stL lc lcntswho lre l lcgi r lncrsin Engl ish

langt ragccievelopmcr l t?For thoscwho r i re

interntcdiatei r r F, r ls l ishlar lguagct levelop-n t en t ?[ I ow?

3. l)cscribcrlctivit icsironl th c viclcotl 'rrttYotr

nrightus ewith F.nglishlerrrners :rndtrctivit i..:s

yo u nriel.rttrot r.tsc?C,ivea ri lt ionalefo r your

clecisionbascclon infon.nilt iorrin Chrrpter6.

Video Homework Hxercise

Voc ahular y In structi an (Second ar y)

In thc video,rwo highsch<lo lscicncetcachers

delnonstrirtcstrategicsfor tcaching v<lclbt rl: rry .

They try to connectwordsst rchasr l r l .q3l 'ancl

parttsiteto thc str"rclents'<)wttl ives.I-inally,they

cl iscussthc st rategiesthevare t rs i r lgand the

pLl rposeoi t l . rcst rategics.( io to MyF.ducrr t i t tn l -ab,sclectthe topic

"Vrcabulirry," and watcl.rthc-vicletlcrrrit led

" Vocabul rr ryInst ruct ion. "

1. I r r h is lcsst i t t ,is Mr. ( l r r r ln<)nteachin l i

studentsvocabrr l r r ryth: r tthey eh:eaclykn<l rv

or is hc help ingst t tdel r tsconsr l l ic l r r tethe

rnci r t t i t rsoi f t rmi l r i r rworcls?Wl ' ratmight lrc

the cl i i ferencebctwccrtthc twt l appr<lachcs?

2. How clocsthe t tse<t fabst t rdset r tcnccs,c i l r

toons,and crcrr t ivewri t i l lg hclp stuclents

wi t l r vocrrbt t lerv?Whrt canthc tcacher

learnf ronr th isst t rc lentwr i t ing?

Wh y cloes the tcachcrtr l to coll l lect i1wortl

l ikc ltarasitcttt the stttclcnts'owt.terperi-

cnce?

t iThatis the val t rcof th is r . rpproach?-f

hc stLrclentsin theseclasscsrlppcilrto bc

nat ivcEngl ishspeakcrs.W<lulc lvot tdo i rn l ' -

thingcliffcrcntlyfor beginningF)nglishleartrcrs

if you were terrchirtg,th c sarncworcls?What

abont for i r l tcrn lccl iatcF.ngl ishle i r rners?

3 .

4 .

peregoy&boyle_ch6_words and meanings

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