| Knowing the educational jargon of teaching vocabulary | | | | putting the parts together in order to solve the |
| within the general framework of a lesson plan is | | | | information gap between decoding and deciphering). |
| important for understanding the bigger picture: how to | | | | General Vocabulary Teaching Terms |
| support readers to become more independent | | | | How well have you related to these vocabulary |
| readers. Attending to the phonological awareness of a | | | | teaching terms in your lesson plan? Consider the |
| word is only part of teaching vocabulary. This article | | | | following implications for classroom instruction. |
| will help the teacher define vocabulary while teaching | | | | 1. Automaticity - The ability to read a word effortlessly. |
| vocabulary. | | | | Do your students need more practice with phonological |
| Consider these important teaching vocabulary terms | | | | and decoding? |
| your next practical steps for additional ways for | | | | 2. Gradation - Begin with easy activities and work your |
| practicing vocabulary. The more students recognize | | | | way up to more complex activities. This approach |
| and work with the target vocabulary, the easier it will | | | | works for all levels regardless of their knowledge and |
| be to also recognize those target words in context. | | | | ability. |
| Presenting New Vocabulary | | | | 3. Cost Effectiveness - maximum profit for minimum |
| 1. Exposure. This is the first procedure in a vocabulary | | | | cost. (i.e. Using a vocabulary activity again and again |
| lesson plan where students are tuned into those | | | | for different purposes) Teaching vocabulary can get |
| words you want to present. | | | | boring! It's important however to recycle vocabulary in |
| 2. Inductive Ways of Presentation. In order to get to a | | | | a number of creative and interesting ways. |
| word, teachers show a picture and talk about it. This | | | | 4. Inference - a vocabulary teaching term related to |
| works differently from deductive methods (more | | | | the aspect of vocabulary and context. |
| commonly used with grammar related teaching | | | | * To relate to something beyond the text. |
| contexts) where teachers isolate the rule and then | | | | * "I'm thinking of something". Teachers describe the |
| follow-up with a number of practice activities. | | | | word and students guess its meaning. Teachers should |
| 3. Issues of Fluency and Accuracy. In fluency, the | | | | try to encourage students to use educated guessing |
| emphasis is placed on meaning whereas accuracy | | | | based on prior information or, on worldly knowledge. |
| emphasizes form and structure. | | | | 5. Authenticity - To what extent does the target |
| Practicing New Vocabulary | | | | vocabulary reflect real life situations, communications |
| * Teaching vocabulary in a context. The aim of a | | | | and interactions? |
| context is to establish some kind of frame within one | | | | Finally, don't be afraid to try new and unusual ways to |
| of the following text types such as a rap chant, a song | | | | teach vocabulary. Use these vocabulary teaching |
| or a picture, a story, etc. The reader is encouraged to | | | | terms as guidelines. Sometimes the most meaningful |
| understand, interpret, make sense, decode (i.e. what | | | | vocabulary lessons happen when you are the most |
| does each phoneme sound like?) and decipher (i.e. | | | | spontaneous. |