![]() ![]() This is all in addition to knowing how to pronounce and spell the word. For learners to know the word economic, they must recognize its part of speech, identify its various definitions, acknowledge appropriate synonyms and collocations, and understand that connotations across contexts may vary. For example, economic is an adjective with multiple definitions and connotations in its use. There are a number of derivations of the word economic, including different forms, meanings, and uses. In addition, each word is part of a larger family of words that derive from a root word of a similar meaning.Ĭonsider the word economic. Each word has many parts that help learners understand it. We now know that acquiring a new vocabulary word involves much more. In this month’s Teacher’s Corner, we will discuss the teaching and learning strategies that best support vocabulary learning and examine how we can adapt our existing lessons to incorporate vocabulary.įor many years, vocabulary learning had a singular focus: a word’s definition. Given what we know about vocabulary, how do we teach it in a way that supports language acquisition and all language skills? Such findings reinforce the fundamental role that vocabulary teaching and learning play in the English classroom. ![]() In fact, research linking reading comprehension to vocabulary knowledge has shown that a reader must know 98% of the words in a text to process and comprehend the text independently (Hu and Nation, 2000). Regardless, we must remember that vocabulary is at the center of language teaching and learning. Since teachers are tasked with teaching vocabulary in addition to the skills of listening, speaking, reading, writing, and grammar, vocabulary ends up getting a small amount of attention in the classroom. They do this work all while studying the other skills in a language. From such vocabulary sets, students make flash cards, list words, practice spelling, and memorize definitions in an attempt to acquire new language. ![]() Teachers may also pull vocabulary words from readings and listening materials that they see as necessary to classroom success. To create these sets of vocabulary words, teachers may use or draw from existing word lists, such as the Academic Word List and General Service List, or from content word lists presented in textbooks and materials, such as food words and neighborhood words. 5634, for details on adopting this program for your school, district, or state.In any English class around the world, you’ll find learners studying new sets of vocabulary words related to a unit of study or topic of discussion. The Building Academic Vocabulary program includes access to a ZIP file for word selection. Fun and engaging activities and games that help students add to their knowledge of vocabulary terms as they review and play with the terms they have recorded in their Student Notebooks.A six-step process for teaching vocabulary terms so students develop deep understandings of the terms.How to choose which academic terms to teach at the district, school, or classroom level.Included in the manual are all the tips and guidelines teachers need to implement this approach: All vocabulary terms are extracted from national standards documents, across 11 subject areas, and are organized into four grade-level intervals: K–2, 3–5, 6–8, and 9–12. Using the manual's list of 7,923 terms, school and district teams can choose the most important vocabulary terms they want to teach to all students. Supply each teacher in your program with this manual to implement a comprehensive approach to teaching academic vocabulary at the classroom, school, and district levels. ![]()
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