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.rlarylearning and teaching,ar-rdprovicle

suggcsti()rrs for pront<ltingvocabulirryinstruction ior English leitrncrs.The following
e t r c \ t i ( ) n:st r ct l i s . ' u s s c d :

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

ourl lirngurrge?
2 . W l . r a td o e si t n r e a nt o " k n o w a w o r d " ? V T h a tw o r d s c l <sl t r - r d e n n
t se e ct]o k n o w ?
3 . W h a r ti r r e s o r n cc o n s i c l c r r r t i o ri rosr d i f i e r e n t i i r t i n gv o c a b u l a r yi r r s t r u c t i o nf o r E r - r g l i s h
leirrncrs?How rr.ri:rv such diffcrentiation lre irccon'rplishecl?
4 . W h i c h c l i r s s r < i o nc ro n t c x t sr r n c tl e r r c h i n gs t r a t c g i c sc a n b c s t p r o m o t c v o c i r b u l a r y
g r o w t h f o r F , n g l i s hl c a r n e r s ?
5 . H o r v r . n a ys c c o n dl a n g u a g ev o c a b u l a r yb e a s s c s s e c l ?

a{}{i
 eldcriy friend of ours, Mimi, whose eyesightwas failing, askedus
ld read to her. \Wechosefavorite books this retired librarian loved
iusten'sPride dnd Preludice.One day when we were reading, she
iil
tili
re was having trouble sleepingbccausea word was crowding her

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

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

,i1
weavethe tapestryof or,rrlives. On school entry and tl.rroughoutour education,
ourvocabularyreprescntsone of the rnost important determinantsof our sLrcce
i n r e a d i n gw, r i t i n g , a n d c o n v e r s i n gi n a n c l o u t o f s c h o o l .S i m i l a r l y s c c o n dl a n -
g u a g el e a r n e r sE' n g l i s hv o c i r b u l a r y t, r p o n e n t c r i n gs c h o o l a n d t h r o u g h o u t , w i l l
ss
tlj
h a v ea l a r g ei n f l u e n c eo n t h e i r a b i l i t y t o n a v i g a t ct h e i r c o r - r r s e w o ri kn E n g l i s h: r n d
c o m m u n i c a tber o a d l i ,i n t h e F . n g l i s h - s p e a k i n wgo r l d .

irr:-t i]ir
"!
lir
itl
What Does Research Tell Us About llocahulary I
Development in a Second Language?
I t h r r sb e e ne s t i m a t e dt h i l t n a t i v c l - n g l i s h s p e r r k c r sg r o w i n g u p z r c q t t i r ca r b o r - r t
1 , 0 0 0w r l r d sp e r y c a r .T h u s a k i n d c r g : r r t c n csr t a r t ss c h o o l w i t h a b o t r t . 5 , 0 0 0 ;.,1i
i i:l}
w o r c l sc; n t e r sf i f t h g r a d e w i t h a b o u t 1 0 , 0 0 0 ;a n c l g r a c l u a t e sh i g h s c h o o l w i t l ' r
a b o u t1 i 1 , 0 0(0( i o u l d c n N , a t i o n& R e a c l1 , 9 9 0 ;N a t i o n , 2 0 0 l ; N r r t i o n& W e r i n g , I,i{
2 0 0 2 ) .T h c r c a r e , o f c o r l r s e ,c l i f f c r c r r c e rsl l t t ( ) l t st - n g l i s h n e t i v c s p e a k c r s .F < l r 201 ,i,Lii
rll
e x a n r p l cr,e s c : r r c hs L r g g e st h s r t t h i g h e r s o c i < t c c o t t < t msitca t t t s( S F . St)i r s r g t ' , r J c r s
t,
k n o w a b o u tt w i c e a r s r n a n y w o r d s , r s l o w c r S E Sc h i l d r e n( ( i r r r v c sB , r t r r t e t t i&,
S l a t e r1, 9 8 2 ;( i r a v o i ;& S l e t e r ,l 9 t l 7 ) . ( l l e e r l y s t u c l c n t sn c w t o l r n g l i s hh r r v ct h c i r
w g r k c u t 6 u t f o r t h c n r i f t h e v a r e t o r r p p r o x i n r a t et h e v o c a b u l i r r yl c v c l o f t h c i r
n a t i v eL , n g l i s h - s p c a k i n pg c e r s .W c a l s o k n o r , vt h e c r i t i c a l r o l c o f v o c r r L r u l , r rf o yr
acrtdcrnic literrrcy,ancl rcscrlrchhirs sholvn thirt r-rnklt()wnworcls plrtccrr prtltictr
l a rb u r d c r or n I . - n g l i s lhc r r r r r e r s( F i ohnc n c o n r -
' . l . s ' f)i n g l i s hr e r r c l i ncgo r . t ' t p r c h e t r s w

t*r*RNnrRrsouRc's
ffi
One cxcelient site on voc;rbulary is the Second stlrclyAfle-'rconsiderir-rgtlte various lisls discriss
Language Vocabullrry Resources p;rge: wwwI. with fellow studentswhrch irst or Listswould be
harenet.ne.jp / -warrng / vocab,/index.html, nlost appropriate for your studentsand discuss
The sile contairis lists of sorne of the more how you wouicl test your students for word knowl-
.^mrn,rn urnrrlqin lrnolish as well as other lists. In
Yvvluu ur r-,rrYi1 edge and have them learn the words on the ltsl
'fhe
addrtron,it contarnsa brbliography of second lan Ohro Unrversttysite on Vocabr-rlaryfor Engltsh
guage acquisitionand ieairningas well as many Langir-iageLeerrners(www. ohiou. edu/esl/
referencesto vocabulary You rntght go to the vari English/vocabulary.html) contains links rangtng
ouslists such i,Lsa list of th-- 2000 most irequent from K University level vocabulary lessons, actrvi-
nrnrdsfrom .r \/,-.lrretv
of sources,or PaulNation's ties, and qames.Youcould run a class on vocabu
iist for the Range progralrl, or iists for acirdemic larv alone using thLssrte.
 r
crilpr.l-n6.wrtrdsandMeattings:E.nglishLeatners'voc'tbttltr'-I)euekrPnrcnt
I
I

( J i m 6 n e z 'C l a r c i a& P e a r s o n
p a r e d t o t h e i r n ' r o n o l i n g u atl' n g l i s h c o u n t e r p a r t s
E <I ( a m i l ' 2 0 0 6 ) ' W h a t d o w e ' a s t e a c h -
1 9 9 6 ; C h e u n gS , -S f . u i n l i 0 0 ' S ; i l " " l t r g a p a st h e y
e r s ,n c e dt o k r r o w t o h e ' l po L l rs t u c l e n tns a r r o w t h e v o c a b u l a r y
"na.lu
wcr.k to.tard F,nglishhnguagc proficiency?
you know when you "know a word."
F i r s t ,l c t , st a k e a . l o i . r - i , r o k a t w h a t oral
c c r t c h . I f c s t c l t i s i r r y o r ' r rr e c e p t i v e
c . o r i s i d c ra r a t h e r c o m m o n r v o r c l l i k e
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 ywohuehne sr rprei a t ;ki fi ni tg' s' i n
your productive oral "tl"i"t-'"' y o u u ' i l l b e a b l e t o t r s ei t
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 yy o , yuor up w
r oidl lur cetci voeg n i z e
i t w h i l e r ea c l i ' g ; i f i t ' s i n
a ' c l u n d e r s t e n ci lt i f u , , , . r . n n - .o, .. r i , r ,
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 ii rt kei'nTgh, u r esa' wd icnhga' v e
c l . m a i n s : l i s t e n i r r g ,s p e
i l , . r c i k r r o w l e c l g er n i t r . l r , , , , . .l,i .r . g u : r g e
w e k t l o \ v t . n o r c ' r v t l r crl cs c e p t i v e l yt h a l l
i r n c lw r i t i n q . ] t i s w o r t h n o t i [ r g l . r c r ct h r l t
p roclttctivel,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 nW .Whatdoesit
l i k e ; l r . w i s i , p ' : , r , . , . r u , r . . W
. 1 i
? r r , tc l . c si t l < t < t l i k c ; h . w i s i t s p e l l c d ? h a t
s...d
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 Vi,l,rlrcls e y t l c lhavc
n i r r rlr.tl_
u?Whatistlrc
clttclr't\s ytltt ktl<lw,tlclst
meaning.,f thc ruo,.1?N.,o, t-,.,.,, the i t s u s e in
' f a n y w . r c l c l c p e r l c lusp < l t l
, f n f " - l l r . . " l " g s , r r n c lt h e s p e c i i i ct ' c r r r t i t t g (l<l'stclcr
itl tl.rescntctlcc()r tlttcr.lncc'
context. inclircli'g,ir, i,.,.,it",-,,ic,rlitrttcticlrr
thefollowing:

I-ct'sPlrrvcalc/r'

2A?, I l r , r t f t ' l l ,' \ \ ' ' \ i l g , t 'itl t ( ' d l (/ r '

irth ttttlrrv'
A l c r a n c l r a c l i c l r l ' t' ' ' r l c D t l s i r r s l c
I t l , r t t ' t\ v : l l l t l ( ) t ' i / c ' / lv o t t t 't ' r l t l '

ll()Llll;irl the
itrllctiolls !lrilllllllilticallv i1s il
ln the tirst ilvO ex,rntplcs, calc/.r ',ts lt tt<lun lrls<l
ve rb' l(nrlrvirlg thc rvtlrcl 'r.dtch
tlrircl lrllc] i<lLlrtlr, it's ..'s".1lts lt
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 eht tl liltvt ai tk c s
t . t t l c l l ' , l sl - rr ' e r b c r l t a i l s k n t l w i r l g
z . I l l l r t i c l c \ d , a t t , t / l c ) . S i n l i l l r r l y ,l < l l r l l r ' i r l g knoiv thrrt thc
t a , t r a r . l r l t h i s c i l s c ' v ( ) L lh a v c t t l
c h , r r . r g efs< t r m i n t h e v l r r i o u s u a r l ) includes
knowlcclge thcreforc
pisr rerlse rrrkcs rrn i;;;;l,i", f<tilI, cailgl.r,/.worcl
i t " n l r l r p h s " o r c h r l n g e s ftlrtrl ttr
ancl htlw
k'.rvrr-rg lts gralr'lrrilti.ll f,tn.ti.,,ts
m o c l i f , vn t c r n i t r s . In our
of t.tttt'lt tn ottr cxlt.trples rrbtlvc'
Wc offcrecl onll'fottr c'liifercnt uses (e 'g'' catch-
\X/ttrkl L)nglirl, lDi"ti"""') (1999)' ''rlcb i11lcl its. clcriva.tives
L.rtcarttr p a g c w i t6 30
all th... c.l.tlmns < ; i r r l e n t i r e
i l s - c i l t c h - c i 1 * c; a t c h t | ' ' " r . i , " f . . r ' p 2 4 c l i f fcre't
r l s 1 1I l o L l r l ' ; r n c l
cliifere*t nrci."gs,ir. u.rlt, i0 cfiifere.t rnernit'rgs
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 cn'.rcl l w e a rltkc
c t a lcatclt
kingallotlt
ancl uses 11fi1
one ,"orat L..ar,,i,rg irrl vrrriety..rf ,.r',c,r,.ir.,gs
iLrst
w o r d r s L r s c di n v a r i o u s c o n t e x t s ' F t r r t h e r -
r e q u i r c s i 1g r c r r t . t t ' i t ' i t : ' t p t " u "
t'ltptfi cli *tlra
" ' . ' hknow[cclge
t are accluirccl increrrrentally ovcf
rn0re, 1.,rc,rcltf-r
""tl t,'t dliftttllt c()ntcxts' with wicle readi'g
tinre rrs varied r.nca'ings ilre eltcotlnter.., to
l e a r : ' i n g . T h a t s i r i c l ,i t r e n l a i t r si m p o r t i i n t
represc'rinq. n ^,,r, ,lurce.f rv.rc1 We start bt
we do so?
focns.t't uu.,',b.'lt*f ;;';;.f clailv i'.'str'''ctlt"-'' H.w cau
nlrrrowilrg()urfocuStothoser,vordsstttdetltsnrostt.reedtoknow,follolveclby'r
. l i s c t r r r i . , l it ' i h r l w r v o r t ' l sn r c l c ' t r t t t ' t l '
 \Yhat rX/ordsDo Students Need to Knctw?

FIGURE6.1
Asprcrs oFWoRD
KnowrrocE

What Wbtds Do Students lrleed to l(now?

I - . n g l i s hl c a r l l e r s n e e c lt o c l c v e l o pa v o c r b l r l r r r y t h r r r i n c l r - r c i egsc n e r : r l
high-
e03
frequencywords rrl<lltgwith spccificacaderniccontentwords that nrav occur
less
f r c t l t l e r l t l l ' l l t ta
t r e c r u c i a l f o r l e a r n i n gs c i c n c c ,r n a t h , h i s t o r y ,l i t e r : r t n r c ,
irrcl s<r
f<lrthW . o r d f r c c l u c n c vc s t i u a t c s p o i n f u s t o t h o s c w o r d s t h a t o c c u r
n r o s to f t e n
rrnclar:e
.thcreforeinrportilnt for str-rclents to know. For erarnplc, the iirst 1,000
lirghestfrcclucncyworclsilccoLlutfor aborrt 134percelt 6f the worcls
usecli, c,r-
v e r s r t t i t l t ti,r n c l a b t l l r t 7 3 p e r : c c n to f t h c w r t r c l st h r r t o c c r l r i ' r t c i r d c r ' i c
texts
( N r t t i t l n ' 2 0 0 1 ) ' W h c n y o L r a ct hl cel n e x t 1 , 0 0 0 h i g h c s t f r e c l L r e n c y r v o r d s , y o L l
6ow
rlccoLltlt ftlr allclnt90 percent ttf worclsuscclin c<;nvcrsr-rtion anclrrbout 713perccnt
t l f w o r c l si n a c a c l c r - r tl iccx t s .l i r c o n r p r e h e n cal t e r t w i t h o L r th e l p ,
a s t u c l e nnt c e c l s
t o t l t l d e r s t r r t lacbl < t t r9t . 5p c r c e n to f t h e r , v o r c l s . - f h u w s ,h i l c a 2 , 0 0 0 - l v o r cvl o c a b u -
l a r l ' w o r k s i a i r l y w c l l f < t rs o c i a lp u r p o s e s i,t r c a v c s: r s t u c l c n t
gr.,pilg in thc cl:rrk
when try'1g to reaclor writc f<>racademic pur-poses.lnterestirgly,
ih,.r. figurcs
c o r r o l ) o r r r t(cl u n r n l i n s '( 1 9 8 0 ) c l i s t i n c t i o rbr c t w . e n B I C S
a n c l C A L I ) c l i s c u s s cicnl
C h a p t c r2 . T h e s c s t a t i s t i c so n w o r d f r e q u c r r c i e si n
c o n v e r s r r t i c lvl s . a c a c l c m i c
textsttnclcrsctlre the inlportilnce clf instruction orr both lclw-frecllencyacademic
contentvocabulary and high-frequency words.
H i g h - f r e c l u e n cw y . r c l l i s t s r r r er e a c l i l va v a i r a b l co . t h c l n t e r n e t .
F i g u r e6 . 2
p r o v i d e sr v e b s i t c sf o r t h c D o l e h I i s t , ' n . l i h e f i r s r
2000 words list. By looking at
t h c c ' r a n r p i eps r o v i c l c d v, o u s h o u l d b e a b l e t o g e r
a f c e l f o r t h e d i f f i c L r l t yl e v e lo f
t h e l i s t s .B a s e do n r v o r c l si n c h i l c l r e n ' b s.oks, rhe 220-ivordD'lch list was com-
pileclin the I 930s and j 940s for the purpose
of tearchir.rg t .girr''ing reading t9
n a t t v cl . n g l i s hs p e a k c r sW . } r e ny o u l o o k a t t h e D o l c h l i s t , y o u * . i t t f i n a r h a r m r r n v
r r ft l r cn r t - r sf rt . g u e n r w , r J s r r c f u n c t i o n w o r d s ,
i , , , .e x a m p cl . t h e , r , , , , . i t t ' ; , - ; ; , ; ,i ,
rtf in. Function worcls (trrticles,pronouns,
cor-rjunctionr,pr.pnriti.ns) servetcr
 Cls'urt,n 6 . t\/ctrdsand Meanings: English Lettrners' Vocabulart, I)euelopment
q
1
{l
g
i
.t
s
FIGURE6.2 LIST TYPE USEFULNESS SAMPLEWORDS a
q
SRvprEHrcH-FnEourrucv
Wonos D O L C Hl i s t a v a i l a b l e
http://literacyconnections.com
/Dolchl.html
at: Most common 220 words in
reading material: Bepresents
50-60%of words students wi
t h e ,t o , a n d ,h e , y o u .w a s ,s a i d ,
h i s ,t h a t ,s h e ,o n , t h e y ,h i m ,w i t h ,
l o o k ,i s , h e r .t h e r e ,s o m e ,o u t ,
t1

see have,about,after,again,all,
always,and,any,because.
b e e n ,b e f o r eb, e s t ,b e t t e rb, i g ,
b l a c k ,b r i n g ,b u t ,b u y ,c a m e ,
c a r r y t, h e n ,I i t t l ec, o u l d ,w h e n ,
w h a t ,w e r e .g e t ,w o u l d ,c o m e ,
n o w .r o n g v. e . y .a s ( . o v e r .y o u r s .
inl^ i,,et ^^^.1 :r^',n.1

First 2000 words availableat F i r s to n e o r t w o t h o u s a n d a c t i o na. w a r d ,b a c k g r o u n d ,

http://www.harenet.
ne.lp/- words students will need b e a u tu i fl , b r i d g ec, a n d i d a t e ,
waring/vocab/index.html to know c e n l r a lc, h a n g ec, o m p l e t e ,
d a u g h t e rd. e c i s i o nd, e fi n i t i o n .
.lam^. r: Ii.

e d u c a t i o n ,e n t i r e ,f a t h e r ,
f e e l i n g ,g i r l , g o v e r n m e n t , h a p p y ,
heart, heavy,impodant, include,
i n t r o d u c e ,j o b , j o u r n e y , k n o w ,
l a d y , l a n g u a g e ,l u n c h . m a n a g e ,
m e a l , n a t r o n a l ,n e c e s s a r y ,
objective, otf ice, package.
p a r t n e r ,r a r n ,r e a o

Content area words Although Words used in specilic m e t a p h o r ,a n g l e , e c o l o g y , r a t i o ,

there is an academicword list,
244 r e c e n t r e s e a r c h i n d i c a t e si t h a s
l i m i t e du s e f o r s t u d e n t s
(Hyland& Tse, 2007). We
recommeno concentralng on
s p e c i l i cw o r d s n e e d e d t o
u n d e r s t a n dc o n t e n t a r e a s .
contenl area
lf you use Google and lype in
your area you can get a contenl
a r e a d i c t i o n a r yf o r e x a m p l e ,
s c i e n c e d i c t i o n a r y ,s o c r a ls c i e n c e
d i c t i o n a r y ,m a t h e m a t r c s
d i c t i o n a r y .a n d s o f o r t h :
s i m i l e , i n l e g e r s ,f a l s e p o s i t i v e s ,
e x p e r i m e n t ,t h e o r e m , c a p i t a i s m
m a g i c a l r e a l i s m ,a n a p h o n c
r e { e r e n c e ,b i o l o g y ,d i v i s i o n ,
i n f r a s t r u c t u r es, u b t r a c t i o n ,
i d e n t i if c a t i o n ,t a x o n o m y ,
a c c u l t u r a t r o nh, e r e d i t y .a n a t o m y

s h < t r ,r vc l a t i o n s h i p rsu r o n s o t h e r r v o r c l sr , r ' i t h i ni l s e n t e n c cS. o n r c t i t ' n etsl r, c i r r r t e r t r r -

i n g w i l l c l c p e n do n r r p r e v r o u ss c n t e n c eo r p h r a s e a , s i s t h c c a s ew i t h p r o n o u r r s l.t t
aclditi<rn.irrnctionlvorclssuch .ts rtt'uarthelcss, tnorcottct'.rtnclltotuctrersholv rcla
t i o n s h i p sa c r o s sp h r a s e si r u c ls e r r t c n c c sT.h e r c f o r c ,f u n c t i o n r v o r c l sa r c b c s t
l c r t r n c c tl h r o u g h e x p o s L r r ct o n i r t u r a l l a n g u r r g eu s e , , t n c ln r u s t b c a s s e s s c calr t d
t r r u g h ti n t h c c o n t c x t o f r r s c n t c n c eo r p r r r a g r a p hO . t h e r r v o r c l so t t t h e D o l c h l i s r
c o n v e y r e l i r t r v e l yc o n c r e t em c a n i n g s ,s n c h r r ss c c , r / , s f rg, t o d , h l u e , r e d , \ ' c l l o u ' ,
'l'hesc
brown. wrrr:cls arc rcicrred to rrscontentwords (clifferentirctmcontent area
u,ords),anclconsistof nouns,acljectives, verbs,;tnd aclvcrbs.High-freclucncycott-
r e n t r v o r c l sr r r eg o o d c a n c l i c i a t efso r c x p l i c i t i n s t r u c t i o t tb c c a u s et h c y p a c k s t r
r l r u c hm e r r n i n ge, v e nw l . r e np r e s c n t e ci nl i s o l a t i o n .B c a r i n gi n m i n d i t s f o c u so n t l t e
s i m p l e rl r r n g u : r gocf c h i l c l r e n 'bs o o k s i n a r . e r a r l i e rc r a , t h e D o l c h l i s t r e m e i n sL t s c -
ful as rr gr-rideto words needeclin F.nglish.
T h c f i r s t 2 , 0 0 0 w o r d s w e b s i r ei s c s p e c i a l l yh c l p f u l b c c i r u s ci t a l s o l i s t s t h e
f i r s t . 5 0 0 , t h c f i r s t 1 , 0 0 0 , a n c l t h e f i r s t 1 , . 5 0 0m o s t i r e q u e n t w o r d s . U n l i k e t h c
D o l c h l i s t , w h i c h w a s b , r s e do r . rc h i l c l r e n ' b s o o k s ,t h e s cl i s t s a r e b a s e col n m a t e r i '
T
a l s f o r o l d e r l e a r n e r sa n c la c l r . r l t s .h u s , e v e n t h c f i r s t 5 0 0 l i s t i n c h r d c sp c r l . r l . r p s
10 wrrrcls yor-r lvould not teach in the primary grades,such as p<;liq,,ecrntorttit:,
ttnd tndndgement.Word frequency'lists may help you choosemore basic worcls
t o u s e f o r p a r : a p h r a s i r -ar n g d d e f i n i n g t e c h n i c a l o c a b u l : r r yf o r y o u r s t u d e n t s .
v
 Do.\tudents Learn New
Wrds?

T h e l i s t sa l s ' p r o v i d e o r e . s o u r c e
f o r s e r e c t i n g . w o r ctr.s t c a c h ,
a r o n gw r t h y . u r
'"*.ir','i',.,,,,,.., mareriar
;::'::i:I#'::'il';,]';..*,.1i[],:',*' "'J."r'.,r,er

Ifow Do Students Learn

l\Iew 1[Iords?
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'simitc,
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t to the,,known,,
ffIr:j",:..,1,"*', bv rappingn r t o s f u d c n t sp' r i o r
c t r g c , r n e l r r r l r n gp r i r r a r y
l a n g u a g ee q r r i v : r _
knowl_
t ( ' l 1 l \( ) t t l t r .n r , w w o l J
; 1 1 1i1t s1 r r r e : t n i n q . z0s
2, Offer repetitions of
the new word in mean_
ingful contexts, highlighring
it wirh u.rtrot
t . r r r P [ ; 1j ,5, .r r r r t l t .irrli i l r g
i , , , , r .1 . , , , i , , , ' i n l j 'iu, ,
on rr w<lrd wall.
3, Provide opportunities
for deeperprocess_
ing of word meaning
,tr.orglri.n;nru " " " n-
t i o r r s ,t l i r . r . t tc x p c r i c n . . c .
a,,,,.,..'1,.'.
c x a n r p l c s ,r n d a p p l i c a t i o n s
t o r c a l l i f e.
4. Engage students in
using newly learned
as the y explain concepts-rrnd
lvords icle,rrs
rlr writins ancispeaking.
5. Provide explicit instruction
on stratesies
r , ) r s. t r r ( i ( , n tt\o u s 1 .i l l . l a O a n r l e r r t l y
for
u'dcrstanclirg anc.lL,sing
,,ew ;;.;"r_

It's inrtr-rurtantt that your

sr.cre ftn"ntber
rrs wiil learn,.,,.,11
throu
gh.",,,:;;;;i;;;Ii:il.ffi
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w i t h E n g l i s hs p e a k e rrsn s c h o o l
nna uur. in
addrtion,the,vwill bLrilcl ancl.:""r"iiirr.'rfr.,.
vttc.lltr"r,laries. rhroughyoLrrcarcfulfy
curriculurn a.rig,r.a
that proviclcs (l) exposLr..
w o r d sc l u r r n a ;;:;.r.,
g c a d c m iicn r r r r . r i o n - r r r r r . " O
.Sorrrcc:Paul (innvell.
 (.tt.{l,rt,R6 . Words and Mednirtgs:I:tglish Ledrtters' Vrtcabular\'l)euclrtPment

b y c n e st o m e i l n i n ga n d o p p o r t t l n i t i e sf o r c o n c e p td e v e l o p m c n t (; 2 ) e x p e r i e n c e s
irncluncleryor.rrguicl:rr-rce; (3) opp<lrtu-
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a
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rcaclinga variety ef materierlindcpenclently 4
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n i t i e si o * r i t e i r c q L , e n t l yf o r a n a u d i e n c e ; e x p l i c i t i n s t r u c t i o n w o r d s : r n d
( 4 ) o n n
.x
w o r d p a r r s ;e n d ( . 5 )i n s r r u c t i o no n v o c r r b u l a r s, vt r a t e g i e si n, c h - r d i ndgi c t i o n r r v i r s c , 5
n
to heln srudeptsread ancl$'rirc ncw words independcntli'.Instructiorrdcscribedin ,{
i t c m s l - . J a b o v c i s [ : r s c d o n r . r r r t u r a l li yl o w i n g l : r n g u a g cL l s e di n l e s s o nd c l i v c r v ,
i n s t r u c t i g r t acl o n v c r s a t i o l l sb, o c i k s ,e s s : 1 v is<' l u r n a e l n t r i e s ,a r . r dt l r e l i k e ' I n o t h c r '
r v , , r . l si.r r i t c r u : l - . 1 n t . w r , r ' , r r tlltsr e l e l l r r e di t t e o t t t m r l n i . n t i vec( ) l l t c x t s' ). r n l . l l l . l
writtcn. In contr:rst,instruction clescribec'l in items 4 ancl.5 tlseswords ptlllcd tlr-rt
q
j
'f c.ntcxr fgr in-depth str-rdyand strrltegvclcvcloprnent aitllcd at helpingsrlldellts
1
ir-rc-lepenclently clcalivith new worcls luter on. All of thcsc activiticsend straregi.'s !
:]
i v r l l h e l p s t u d c l t t sc l c v c l g l -wr o r d c o n s c i o u s n e s st h e t w i l l h c l p t h e r n r c c 6 q t r i z c ,
r r l c l e r s t i t n cal .u c lu s c n e \ v w o r c l s .F i g u r c 6 . . i i l l L r s t r a t ersl . r cc l y r r a n l i ci t l t e r l c t i o r r r i
1 1 1 1 o 6t h9e k c v c l c n r e n t o s f v o c r r b u l a r yi r t s t r u c t i o rW t . e ' l l t a k c r l c l o s e rl o o k a t t l . r e s c I
i
i n t c r a c t i o n sl r e x t . !
,i
W h e n w c t i , r l kt r b o L rrtr c r r c l e n ti incs t r u c t i o r tw , c a r e r e f c r r i l l et o e v c r v t h i l l gv o t l ,'l
cloto t e a c h c o u t e n t , i n c l u c l i n gt h e t e x t s v o u r l s s i g ny, o t t r o \ \ ' l l t e r r c h e trr r l k ' l r n c i 3
thc talk l l n t o t l s s t 1 1 c i c l tcs l u r i n s g r o u p r v o r k . T h e r i c h , n r r t t r r i r Il a n g U a g et h r l t i s l
J
pr.rrtancl prrrcel of rrcrrclenric instruction iacilitates vocrrltttlrrrvclcvelopnlctltpro- 1)
v i c l c dv < t r i l s e s h c l t c r i r r gs t r a t c g i e t
s o c l e v e l o pc o l l c c p t s, t r r t ln l a k e m e i l l l i l l qi l c c u \ - l

si5le ( i e c ( i h a p t c r . 3 ) .Y e 1 I , v i l a
l l s < wt r u r t t o f o l l o w r r p ' , r , i t hc r p l i c i t i t r s r r t t c t i t t,t'lt t
s e l e c t c cr lv r l r c l s y o r . j
r r r c l g er n o s t i m p o r t r r n tf o r l c a r n i n gt h e I l r e t c r i a lt r n d e rs t L r c l v ' Ii
.sipq strlrtegies w e 6 f i e r s L r b s e c l u c r r itnl f t h i s c h i r p terW . h c r . ry o u h e l p s t u c l e n t s ,
.t
ancl gcncrirlizaticttrs itt rrrly r'rrerroi stucly,1'oLr

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.1.u.:ln;,,r,.'rr:i a;rpl,v ncw conccpts
?,0# s i l t r ul t a n e o u s l v h e lp t h c t n r c t a i t l t h e c o r r c s p o n c l g
i r v
l o c r l b trlar,v.

FIGURE6.3
SouHcrsot Wottt)
LFARNING

D E V E L O P I NW
GO R D
CONSCIOUSNESS

Strategiesto Understand,
Remember& Use
NewWords

EXAMPLES: EXAMPLES:
. Social Interactions . High FrequencyWords
. ContentAreaTerms pretixes,suflixes,and rools
. AcademicInstruclion
. LearningfromConlext
. Independenl Reading
. Guided Beading
. Wriling lor an Audlence
. FluencyActivilies

Sl*'rr.r
AMONGALL ELEMENTS
DYNAMICHELATIONSHTPS
 Hotu [)o StLtdents
LearttNew Words?

W h e n r c a d i r r gi n d e p c n d c n t l oy r u n d e r y o u r g u i d a n c e s, t u c l c n t a sredcaling
rvith t h e r n o r e o r l e s s n a t u r a l l a n g u a g e f o r - r n d i n t r : r d e b o o k s , t c x t b ooks, and
orher m i t t e r i a l s D
. u r i n g i n d e p e n d e n tr e a d i n g , i t i s i r n p o r t a n t f o r F l n g l i s hi e a r n -
e r sr o r e a d m a t e r i a l g e a r e d t o t h e i r E r t g l i s h p r o f i c i e n c y a n c l r e a d i n g a bility.As
nored p r e v i o r - r s l i
y f' , s t u c { e n t s
c a n ' t u r r d e r s t a n d m o s t o f w h a t t h e v r c a d, about
9 . 5p e r c e n t o i t h e r v o r . . l si r r i r g i v c n t e x r , t h e y w i l l h a v e d i f f i c u l t y i n f c r ring thc
meenins o f n e r v w o r d s t h e y c n c o u n t e r .I f y o r : i l r e o n h i r n d t o g t r i d e t l t e ir rcad-
i n g ,s t u c l e n t s c a n d e a l w i t h s l i g h t l v n r o r c d i f f i c u l t f e x t s , : r n c l
t r o r - r b l c
s p o t so f f e r
vou the chirnce t o h e l p t h e r r a p ; l l , vs t r a t c g i e sf o r d e a l i n g w i t h u n k r r o w nw o r c l s .
C h a p t e r s8 a n c l I I d i s c u s sw a y s t o c h o o s el n l t e r i a l f o r i n d c p c n c l e nrte a d i n ga n c l
e u i d e crl e : l d i r t gt t t i r p p r o p r i i r t cl e v c l so f d r f i i c u l t v .F i n a l J v i,r s s t l l c l e n t sw r i t e w i r h
i r p p o r t u n i t i e sf r t r o r h c r st o r c s l . r o n dt ,h c y p r o c l u c ct c x t f o r c o n r m u r r i c r t i o np u r ' -
p o s e sa n c l g e t f e e d b i r c ko n l ' r o w r v c l l t h e i r u ' o r c 1c h o i c c s c o n v e , vt l - r ec l e s i r e c l
-ftr
n e s s i r g c . s u l r n r i t r i z . ca,c r r c l c n r i cn s t r u c t i o n ,i n d c p c n c l e nat n c lg u i d e d r c a d i n g ,
a p d r v n t i n g f o r i r n a r . r c l i c n cr e p r c s e n t h r e c i r r r p o r t J n ti r \ ' ( ' n r . r .r:,.r v o c a b u l a r y
c l e vleo p r n en t w i t h i n n i l t u r a l ,c o n ' r n t u n i c r - t t icvocn t c x t s .W e o f f c r n u r l e r o u s i d er r s
f o r c l e ' , ' e l o p i nagr r c lr e f i n i n g v o c i r b u l a r yk n o w l e d g e i n c o n r c x t i n o u r c h a p t e r s
g n o r r r l l r r n g u a g ec, n r c r q e l r lti t c r ' , r c rr' v, r i r i n g ,a n c lr c a c l i r r g( ( l h a p t e r s4 , . 5 , a n d 7
t h r o u g hI I ) .
ln rrclclirion t o c x p o s u r e t o n e w r . v o r c l si n c o r . r t c x t s, t L r c l e n tbse n e f i t i r o r r
explicit instruction thrrt iocusesthcir atterrtion on incliviclrralvn,orcls :rnclwurd
p i r r t s ,s u c h a s p r e l - i x c ss, r - r f f i r e sa,n d r o o t s ( F o l s e , 2 0 0 4 ;C i r a v e s , 2 0 0 4 ;N a t i o n ,
1 9 9 0 , 2 0 0 - 5S, g h r l i t t & M c ( . a r t h y , 2 0 0 . 5 ) .i l c r c r , r , ca r e p u l l i n g w o r d s o r " r ot f t h e
orrgcring flow of orrtl or r.vlittencliscourseto higlrlight l.rowthey look, how they ZA7
s o u n d ,r t n c w l h a t t h c y n r e a n .A n a l y s r so f w o r c l p a r t s s h o w s s t u d c n t sb o w w o r d s
a r eb u i l t i n F , n g l i s hT. h i s k n o r v l c d g cc : r nh e l p t h e n rf i s u r e o u t t h c l n c a n i n go f n c w

These girls are using

new vocabulary as
':."',i they explain cloud
::',, formation and
weather.
 Clu'ttt t-tt 6 . \ilords antJ Meani ngs: l:r tg Li sh Lea n t cr s' Vctc,tb u Ia rt, D at,eIopm ent

FIGURE6.4
s h a tt h e s t r a t e g y! s a n dw h y i t i s
1 ) B e g i nw i t ha n e x p l i c tdt e s c r i p t i oonf t h e s t r a t e g y 1 ) T e l ls t u d e n t w
Mooerron importantfor them to learnthe strategy
InsrRucrncSruornrs
oNSrnRrecrrs 2) Modelthe strategyin actjon 2)Teacherand/orstudentsmay modelthe strategy

. S r r r r r cNr ' :. K . l ) u k e a n d P . D .
P e a r s o n ," E f f e c t r v cl ) r a c t i c e s
l'orl)cvclopingRe.rclirrg
( i o r r r p r e h c n s i o ni,n" S .. f.
S a n r u e lasn c lA . I l . l r u r s t r L r p .
c c l s . ,\ V b ; i R t s e d r c bH t s
t o . \ L t \/,\ b ( n t l l l r d d i t t g
I ns t r t r tt r rs n , l r t l c t ].
{ N e r v a r k . I ) l - - :I n t e r r r l t i o n l l
l l e r r d i n gr \ s s o c i a t i o n 2 . ()02),
pp.2t)3242.
248
3) Collaborative
use of the strategy 3) Ask studentsto use the strategywtthyou as
y o u s p e a ka l o u da n dg i v et h e my o u rt h o u g h t s
w i t hg u i d e dp r a c t i c eo f t h e s t r a t e g y
4) Continue 4 ) G u i d es t u d e n t st h r o u g ht h e u s e o f t h e s t r a t e g y
w h r l eg r a d u a l l yr e l e a s i n rge s p o n s i b i l ittoyt h e m
5 ) F i n i s hb y h a v i n gs t u d e n t su s et h e s t r a l e g y 5) Ask studentsto use the strategywith a
independenlly s p e c i f i cr e a d i n go r w r i t i n ga s s i g n m e n t
w o r c l s t h e y c l l c o u l r t c r , p a r t i c u l r i r l y i n r : c a c l i n gT, h r o L r g h r e p c a f e c le x p r o s u r er r n c l
r e v i c l v o f l r e w w o r d s , s t u d e n t s g r r i n i n s t i u r t r e c o g n i t i o n o f r h e i r i o r n t r t n c lu - r c , r n
iug, or:fluency, rrnd tlre ability to usc theur irr cornnrunic,ttion.
I n e c l c l i t i o nt o w o r d s t n c l y ,e x p l i c i t i n s t r r - r c t r o no n v o c a b u l a r y s t r a t e g i e s n ' i l l
h c l p v o u r s t u c i c n t s ( l ) r - r n l o c kt h e n r c a n i n s o f n c r , vw o r c l s t h e v c o t n c u p o n i l
r e r r d i n g r u r c lc o n v e r s r r t i o n r r n c l( 2 ) c h o o s c r r p p r o p r i a t e i t n c l p r c c i s c \ v o r c l s t o c o r ) -
v e ) , u r e s s r l l l c sw h c n r , v r i t r n gr r n c ls p c r r k i n g . F o r t c l c l - r i n g p a f t l c L l l a r s t r i r t c g i e s ,r , r u
m i r y w r l u t t ( ) u s e t h c s c r r f i o l c l i n gp r o c c c l u r c ( l ) u k c & I ) c a r s o n , ) 0 0 2 ) s h o l v n i n
Figurc (r.4.
I 3 y r r c l c l r c s s i r t vgo c a b u l a r ' , vb o t h i n r r n c lo u t o f n i r t u r r t l c o t r t n t u t t i c r t t t o n u o r r
t e x t s l y o L r p r o v i d c r r b a l a n c e d a p p r o a c h t o v o c r l ) L r l i r r f i n s t r r " r c t i o n( D e c r r r r c o .
200I ). The ultrrrritc 11inro , f c o u r s c , i s f o r s t u c l c n t s t 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 r o r r c h i c v ct h e i r c o n r n r u n i c r ' r t i v gc , 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 cl.i s t ( r r i r r gt o . t s P 1 ' q ' 1 r1v, r i r i r r g , l c l t c r .e \ 1 r l , l i n -
i r - r gr r n i d e e , r c a c l i u g r r s t o r ) . , 1 1 r 1s( lo f o r t h . F i g r r r c 6 . - 5 i l l u s t r r r t c st h e k e v c l c r n e n f s
o l . t r t t ' 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 tltt.t l ; t t tr ' . l r , t p t er s $ t ' r t l s 0 n t ' c s r ' n st t r , t t c q i t ' t
t h a t h e l p s t l r ( l c n t se l r . r b o r i r t ea n r l c l c c p e nt h e i r k n o w l e c l g , co f r ' v o r c l s f; o r c x a n ' r p l c .
n r i i p p i u g , c l L l s t e r i n l l ,a n c l s e n r r r n t r cf e r r t L r r ei r n a l y s i s . f h e s e e l c n ' r c n t st o g c t h c r w i i L
i r s s u r cy o u t h a t - v ( ) r l rs t u d c n t s a r e g r r r n i n g r h c v o c r r b u l a r : yI < n o r v l e c l g tch e y n c e c l .

FIGURE6.5
KEyErrvrrursor
Succ=ssnurVocReuLAFlv
PRocRRvs
 H ow D tt'Wc D iffer entidte Vttcttbular'1'Assesvnent dnd Instruction?

How Do We Differentiate Vocabulary

.6.ssessmentand Instruction?
y < t uf i r s t n e e d t o c o n -
r ^ , i i f f c r e n t i . r r ev o c r [ . t t l : t t ' va s s c s s l l c n ti r n d i n s t r u c t i o n ,
],1*'....fr str.rclcnr's: ( l ) a g e a n d g r r r d e ,( 2 ) E n g l i s h l a n g u a g cp r o f i c i c n c v ( o r a l
]ll,l*,irr.,r), 1.3) p r i n - r r r 1 1 ' l a n g u :p, rr o
g cf i c i e n c y( o r a l a ' d w r i t t e n ) ,a n d ( 4 ) e c i u c a -
Y,-,u alreacly ktrorv tl.rc agc ancl gracle of y.ur students,atrd
' r ^ j , , .*p.ti.nce.r.
i,.ir.i
i n l p o r t . r r t ft t , r s c l e c t i t l g
w o r d s t h a t i l r c i l g c a p p r o p r i a t ea l . r de s s c n t i a fl o r
c
, ' ., , c' Iu r r i c u l t t t t . t
i " ' , ' , l , r i n * , r r . ll,e, 1 o n t e n t .H t l p e f t t l l y y, o r - wr i l l als<h > : r v es o r n ci d e a
y o L l r h a s h a c lb o t h i n t h c p r i r n a r y l i r n g u a g ea r l d
I t n , , r " ' " . ' , ' . fcr . l u . , r r r i o r . r s t u c l e n t
o r l r t r r g t r l r g e , .t tht , t t i t t f t ' t ' t n r t t i ogr ti v c s v o t t n
I , ,f , ' | * t i r t ri l \ i l s c c ( ) n r l i o r e i g , n
I i r r g u i s t i ca n d c o n c e p t t t a r
l e s o l t r c e sr,, v [ r i c hw e
. i . . f . , : p ; r , , r ' . 11 r f 1 , . u r s t l l d c n t ' s
t a l ka b o t ' tttl e r r '

English Language Proficiency Considerations

y o u n e c dt < tc < l t l s i c l ec r: r c hs t t l -
T o . r s s c svso c a b u l r r r iyr n c lc h o o s cw o r d s f o r s t u d y ,
j e , r t sl r n g l i s hl a n g u a g ep r o f i c i c n c , v[ ].o r e x r r u l p l er,r s t u c l c nnt e w t o E n g l i s hm i g h t
the first--500lisr. On thc
.un..,r,r.a, <lnw<lrclsyor-rselcctfrorr thc l)cllch Iist or
rnay bcrtefit nt<trefr<lt.ttworclson the
,thcr he1cl,rrn intcrrlccliateF.nglishle,rrncr
iirst,2,0g0 l i s t . Y 6 u ! l s o n e e ctl < lk n o w w h c t h c r y o L r rs t L l c l e lct t: t r tc l e c r l c li en E n g -
i i r h .t i , r , , t , r r w o u l c l b c f r u i t l e s st o r l s s e s s u s i n g i . t l i s t o f w r i t t c t t r v o r c l sL ' lstead, 209
y o u w o u l c ln e c d t o u s c p i c t u r : e so r i l c t i ( ) n s r c l e l i c i t k n o r , r , ' l e c ltgl i
c a p a rtictrlar
w o r c l .F 1 ; ri n s t r u c t i o r r t, h o L r g l . irt,' s r - r s c f rt.or l p r e s e n tb t t t h t l - r eo r a l n n c l w rittet't
fornrsof a wttrd together for sitnltltrrtrctlus actlttisitiorl'
S o m ct s l g l i s hl e r r r n c r sh r r v es t u c l i e cFl . n g l i s hf o r m a l l y i n t h e i r h o m e c o t t n t r y .
l f s o ,t h e y n r i g l - rct l i s p l i r yt h e i r F , n g l i s hp r o f i c i e n c yi,n c l t r d i n gv o c a b u l a l vk n o w l -
e d g en, t r t r ec i f e c t i v e l yt h r o t r g hw r i t i n g t h a r l t h r o u g hs p e a k i n gF . t l r t h e s cs t u d c n t s ,
yo1prirvprcsentrr list of n'clrclsfor which thc stLrclent gives a sytrorlymtlr rr sh<lrt
r l e f i n i t i o nS. t u c l e n tw s r t h p r e v i o i r sF . r r g l i slha n g u a g es t r - r d m y ight havccleveloped
effective strategiesf<lr learningrrew worcls,sr.tchirs ntcrttorizaticltl anclrv<lrclasstl-
c i a t i o nI.f s o ,t h c y c a l )u s ct h o s es t r i l t e g i c as n d s l ' r a r teh e r nw i t h t h c i r c l r l s s t l l r r t cr tss
w e l JB. y c o n s i c l e r i nygo u r s t u d e u t s ' p r i c lkr n o w l e d g ea n d e r p c r i c n c c svl o L lw i l l l l c
ablcto tailor irssessnlent rrtrtlinstructior-r rlccordingly.

Primary Language Proficiency Considerations

Lertrning :rb<tutztstLldent's home l,rnguagetlsecan be helpful, even if yoLl rlre not
teaching bilingLr.rlly, ltccauseaspcctsof first langtrageknor,vledgctrr'tllsfert() thc
s e c o nlda n g u r r g(eO d l i n , 1 9 [ 3 9S ; w a n , 1 9 9 7 ) .T l . r ee x t e n tt o w h i c h t r a n s f e r( ) c c r r r s ,
andwhetherit helpsor hinciers,dependson the prrrticulrlrlangtrage.[n Clhrlpter5.
forexamplc,we saw that decodingabilit,vin Spirnishtrrtnsfersfairlv wcll to ciecod-
i n gi n F l n g l i s hr,v i t h t h e n g t a b l e c x c e p t i o no f t h e v o w e l s .T h a t t s b e c a u s eb o t h
Spanish and F.lglish use the R<>manalphabct,with consonants(but not vowels)
tepresenting simil:rrsoundsir.rthc two lirngr.rages. On the othcr hand, literarcyin a
logographic languagesuch as Chineseoffers minimal transfer fgr decodingpur-
poses, positiveor negative,bccausethe Chinesewriting systemis so differentfrom
theEnglish:rlphabet.
Ct't,lt'ttlR6'WctrdsattdMeartings:t:nglisbL'cat'rters'Yctcahriarl'DetteloPnrenl

F < r r v t l c a b t t l a f y , t r a n s f e r p o t e r r t i a l l y . ( ) c c u r S in r ' v i t l - r c o g n a ttel1forut

e s , . w o ritt
dsthatlook
as-telephone lrnglish and
:rnd s<runcj siniilar ,,-,,*.,"i.,rr"ages, such are callcd "friencllv
Jharetl-r.r.n.r. -.oni.g, they
Spanish.Becausett-,.r*n r"nri, f a i r l y e a s yi n t h e
in.ne t"ngutgt ; " k t ' I t o ' n i n g
c o g n a t e s . "I ( n o w t n g t h t * t " d that,is, words witlt
.tl.rcr. o' t6e .ther r..,,.n.1, tl-r.r. are arlsri"iit.r. .,rgnotes,",
t":'|-i:d.sound similar'
l a r r g u i r g ctsu t n . ' h o t ' g h 4 t t

* :,,tjll;;:.fren
c l i f f e r e n tr n e t l n r n l l sr n t w o
;;;r_:r:11.
;'J:lilr:l';lili'll; :I; m: l* ;f*:ii;i lil..i
:Li:t:l
:,sh^re
?:,' thesamc
t*n
,"r.,cn
frierrcty, c,ccur ra'gr-rages
lt"gung""n:::l]tl:: cognateswith
. l;or exar.nple'the l{omentt
ili;h;;;;::t::id'x,::illl;l*:;* U;il':ililff::'.ill:::
soLrrcclirngttrrge

'1:.:.-:-i:-',:
r c s p e c t i v ch t s t o r l e s ' . t t sa L ' c r r r r d r r r r L ; r r c l (iel
( i e r r n r r n :h o u s e -
ft.lr cra'.''tplt' in rF''glish - ' , . r t i * harld
with other (;e.r'a"tc iat't*u"ttt'' irrc
s i s t er - S t l h w e s t e r ' o t r p r o b a b l v
Y
H a r r s ; w r r t c r- V l a s s c r ' , b i t ) t l ] t ' - F J ' r r r l c r ; r r r e n l u c l t l c s s prcvtrlcrlt'
ll.'-[rurope rrn'langr-regt's
a l w a r ct h i r t c o g n x t e sw i t h F ' r l g l i s hI ' h c p o i r r tl . r e r c
' c l , r , r ' .r " o r . l s , , , u i f . t " t t
W h e r e t h c y c l . . * i r , , t ' . , . : yt e n c l
,,,i.", r,,;';;i";"i..ill
not,.tptut "I'::l;1:::i:n'il;;'ilil;l5;.i*.',i;lilt
y,,",,.r1bcabre cliftcr'
t. i,,rther
:,[',:JJJ;r::]l[ij*Til'j']]'ll.'::',]1;',i,i:ili;i;
cntilte
ii;."i::i';ill ':lll:11:l]:'::,:i..,1]]:;l':il,1
vocabtll2lrv lllstrtlctloll'
hngrisrr
"'uing
w e K n o w L r r i t tr r r
"'1,*..I",," t^ -t-t-t': l l t ] 1 . .l,b, 'c " t t t e l l t l i t l i e
rlt cirn be an onefotls
ou ml rl rryr y l a lnl !garL' rl 'r' rt Lguer5s! [.'rrcu pJ rr 'eLs! !c" n t e d '
L lss p rrlim p rroom
, ' ' , . . , t r ' h r ' r c ll t: rrnng' .t ,rrl rsgccss a nnccll p moot tcc
h,r,-r..,a
w21y to nr:rke ttse tlt Yottr,stttct
task.
gne

il'X;'ll::J;ll"':lJi::;.:1..,.'" ;,,'i'";tyl,::lllll'llllllil;llil;lilJ,::l iljiil | , , _ ! 1r i . _ r i , . , r . r ^ , l ; . r r ; r t : h w g r c l y o u

[:::iil;i:;:-x:il:ft",,,,i'., ir,.:,::::l::::11]l1H:illlJn'" """'"'l,fl',1,

!:l:::li'lill'ii;L:'il
il"tsl.
t"'n' #;,;.;.' il:i,:::t.::1,:*i::,:::l:ii.llH::rtH
irrlorlsw.rds in ilJll:ll
:'lL:^'.:,,,Til1;;;;i^,:tii.,^"a cliffcrc'ces thcv':rrr
iclentity a'(r, ().r'rrur
cognrltesall(i
iclentrtycognlltes
(
-.. -.-.-.-.-,.iti..,...,.,1reqoect forfor str-rclcnts
str-rclcnts'
ll''-'',,:.:*'-..;.".,,
demotrstrate ,.-,-,.,o,.ition ru'rdrcspect
ln so ttt"n*' yt'u
ons lirngurrges. stuclv
i:.::]:ll:],t]']'.t,.l].l];:,s.i':t'
i,,cr,,ss-lir.rgr.ristic
;::]:'i:;;::l.l'*,.],i.1",,i,ii,.,i,,*i,,i.,cst
Planning Instruction
Vocabulary Assessrnent for
l } r t l i r c l l y s p e e k i l l g , t h C r c i r r e t w o t y p e s < l f r v c l r c l s t t l l l cend
c t l t high-fr.eclucncy
l c e r r r e c l l v i t h f t wortls.
lr},r.rglish
conterlt,ere'.rworcls
letrrtrers, v<lcirbltlary clcvel<lptnetrt: choosc str'tdy worcls'
ahc'rc1 oi ;i.-l.'.elpsyor-r
sruderlrs,*,rr(.ii,i,,*r.clge
Assessing
ittt;; antlwl'"tt,tl.'ty tltt:l t<]lerrrn,Fll importirntcotr
thcy
on wl-rrrt
brrscd "l';;i; in brlril-rstorrlirlg tt tclpic bcttlrc
u.,..,.,..n Cllgzlgc stttclents
tellt ilretl v<lcatrulllry, t:l*:lllti' arclclition'or
tcacl'ringlb'ut it t" t"t'l i.,-ft plitlr k'.rvleclge ^':U 1"
tlr triads,tcl write anythirrg
stuclcntsttl work ii.l pairs
altcrrurtivcly,yor-lnligl-rtlrsk provide writc or clrau
the1,know or calt gr-rcss about a list of worcls yor'r lh:t wholc class'ts
with the
their respotrses' Yott ln"t t';;; ltf""'',i")ltt these'reslxrnscs
for lear:ning irbout the ttlprc'
plrvetfre way
a wav to generate'ntt"" tlld is to give tt'u1:n" a short list
ot
Another *", ,t';;;;'^lJt'" " u t ^ b ui ni "r yi r ' u . t i u n u i l . u . l . Y o u m a y s e l e c t e
t h
tl.reir
worclsyou i.dge'u f.l ", about standarcls'
list' n."othtt'' guide' 1'ourcurricr'rlr-rm
worcls frotn,r wtlrcl frcquency *h.tll.. they know the worcl'
yor.rrstudentr ao'i,-ril.rr.
or other resoLlrce.Next, ask F i g u r e6 ' 6 : ) I r e c . g -
( 1
i t ' u s i n g t h e c t r t e g o r i eisn
i r n d i f s o h o w w e l l t h e . vk r r o w wotd in a scntence'atrcl
tnt *t"i' (3) i ;; usethe
rrizethe word, (2) I tt;i itfl"; describingancl
clifferer-rt.;;;;)(;t. Aftcr briefly
(4) I can use rhe ,"n..j in-r.u.ral to place
c ' ' l r e g o r i e sy' o u n - r i g h ta s k t h e m
g i v i n g e x i l m p l es u r * t h o f t h e f o u r
 A \Yord t\bout Dictionaries

FIGURE6,6
I Recognize I C a n G i v ea I Can Use the I C a n U s et h e
the Word D e f i n i t i oonf Word in a Wordin Several lNronvRr
AssgssvENr
the Word Sentence Contexts OF VOCABULARY
UsII'Ic
Wonl Lsrs

w o r c l sr t n c l e rc a c l l c a t e g o r y o f k n o r v l c c l g eI.; o r s t u c l c n t sj u s t s t l r t i r r g t e l c a r - p
E n g i i s h 's i r r . r p l pe i c t r r r e sa r e h c l p f u l f o r c l i c i t i n g r v o r c l k n o r v l c c l g el.i 1 ; rs l i g h t l y
m o r c r l c l v r l n c elcl el g i r t u e r sy,o l r r l : r v u s c r r o r : ec o n t l t l c x ,c l c t a i l e cpl i c t u r : c st o r s t r , r -
c l e n t st o c l e s c r i b c\.T o r c l l e s sb o o k s , d i s c u s s c di n C h a p t e r : 4 ,r n r r l , a l s ol r c u s e c tl < l
c l i c i t n a r r a t i v c st o i l t f o r r . n a l l va s s c s s t u c l e n t s ' v o c a [ r u l a rkyn t > r v l c c i gIei r. o m
c l L r i c ki r, r f o l r l l a li t s s e s s r r t e l lst su c h a s t h c s e ,y o u c a r l b c g i n t o i c l c p t i f yc l i i f e r c l t
s r u c l e n t l' vs o r r l k n o w l e c l g ea, n c ld i f f c r e n t i a t ei n s t r u c t o
i n a c c o r di n s l y .

ztI
A Word Jlbout Dictionaries
J ' h e r ea r e t t t : t t t vv t t c i t b t t l a r yr e s o r r r c cas v a i l a b l e ,i r r c l u c l i n rl l r t c n r e ts i t e sa n c l
p u b l i s h e dl r l a t e r i a l sO. n c t m p o r t e n tr e s o l l r c eo, f c o u r s c ,i s c l i c t i 6 p r r r i elsl c, l t l . r c r c
a r el ) l : 1 n yt o c h c l t l s ei r o n t . ' f o m c e t y o l l r s t u c l e n t s ' v n r i c dn e c c l sv, o n . " v i l w l ant to
c-tltlsider clifti'renttypcs of ciictionirries anclchoosctlrc or.rc.s that lrcstsr.rity,our-sru-
d c n t s v, o t t r g r a c l cl e v e l ,i r n c lt e a c h i n ga s s i s r . r n r e n[ nt . a d c l i t i o nt o s t a n d a r cE] n g l r s h
d i c t i t l n a r i eY
s o L lu s e w i t h n a t i v c [ : n g l i s hs p e i . r l < e p r sr ,r [ r l i s h e rosf f c r r h r c er y ; , . s , r f
d i c t i o n a r i etsh i l t a r c e s p e c i a l l vu s e f u lf o r l r n g l i s hl c a r n e r s (: I ) p i c r u r ec l i c t i o n a r i c s ;
( 2 ) m o n o l i n g u a l l, e : r r r r ecr l i c t i o r . r a r i casn;d ( 3 ) b i l i n g r _ r ci rlli c t i o n a r i e s .

Picture Dictionaries
T h e i e a r e a n u n t l t c r c l f p i c t u r e d i c t i o n a r i e sd e s i g n c cflo r c l e r n e n t i r r vs c h o o l s t g -
clentsstrchas tl.rcl.crngmanChildrett'spictttre l)ictionary (Longntan,2003)
ancl
theHsrctturt BracePictttreDictionary (Kelly, 2004).1-{arcourrB.a.. .1.,,
offers rr
s p a n r s h - E n g l i sbhi l i n g u a lp i c t L r r ed i c t i ' n a r y ( c r i r n e & v a s q u c z ,1 9 9 4 1 .
All of
t h e s ed.i c t i o n a r i c sp r o v i d e l o l o r f u l i l l r - r s t r a t i i r nosf h i g h i n r e r c s r ,i . r i g l - , - f r . . 1 u . n . u
w o r d s .A l t l r , r u g h d c s i g n c df o r y o u n g e r s t u d c n t s ,t l r c y c a n b e r - r s e i ' u l
f9r oldcr
hcgrnlung L . n g l i s hl e r r r r c r . s .
S t l p l r i s t i c a t e dp i c t r - r r ec l i c t i o n a r i e sa p p r ( ) p r i a r ef o r o l c l e r ,i n t c l n e c l i a t e r o
,
a d v a n c e caln d f l L t e r - E r tn g l i s h s p c a k e r sa r e a l s o a v a i l a b l e ,s u c h t l s t h e I J l t i n t a t e
v r s u o lD r c t r r n t t r y , . ( E v a n s2,0 0 6 ) . T h i s c i i c t i . n a r y c o n r a i r . r s
high quality,color
r r t t l s t i " e t r o rl lnsd d r a g r a n r si n 1 4 t o p i c a r e a s ,s r - r c h
a s t h e u n i v e r s e ,p r c h i s t o r i c
eafth,physicsand chcmistry,thc visual arts, nrusic,
and sports.
 Vctcabulart'l)ettektltnrettt
a*. 6 . Wr'rJ-sLltt(l Mc.lnings: English Lettrners'
C,rr,tr,.t

Bilingual Dictionaries
b i l i n g u a ld i c t i o n r r r i ccsr r t r
r sh . a r e l i r e r i r t ei n t h e i r p r i m a r y l a r r g u a g e ,
F . r s t u c . l e nw
are t\r'o-wzlyresourccsin r'vhich
he hetpful.As the narneimplies,theseclic.ti<lnarics
fincl its equivalentin thc other larrguagc
vou ciln look u1.rthc worcl in F.nglishand
s c b r r s r e r ! I n t e r n d t i r t r t d lS p a n i s l :
a r r d v i c e v e r s r r .o n c e x a m p l e i s S i n t c t n &
Dictictnorl'(C,arnez& Stciucr,2004)'

Monolingual' Language Learner Dictionaries

i n F . r r g l i s l ti ,h e r e f o r c o f f e r i r i g r r o
T . h c s ed i c t i o n r r r i e sp r e s c n t a l l c l e f i n i t i o r r s
( , e a r e ds p e c i f r c a l ltyo . l l o l l - n i l t i v cs p c r r k -
r e c ( ) u r steo i t s t u d e n t ' si . t I i n t a r yl i i n g t r a g e .
sonlcrelyint on tlnly 2,000 c<lrlrnlorr
c r s , c l ei i n i t i < ) l 1us s c r e s t r i c t e d ' u u . , . t b . , l " r u ,
irlclr-rdeinirlr:rrationotl grltrltnirr rllltl
rvorclsin their clefinitit"t't Thcv irlstl ltla'v
( l . l l i r s ( . o b t r i l d L c d r n c r ' s( ' o t t c i s cF ' n g l i s hD i c t i t t
, , * g 1 . .r * , , e x a ' r p l e sr r r er h c
, r , , , 1 ,1 n . r p " r ( i . l i i ' s , 2 0 0 6 ) a n l t l ' r eL t . > r t g n t tL t n) i c t i o t t t t t ' vr t f O r t n t , ' t l p o r i t r ,
availablc .r'rline \vrvrv'lcloce'c.ttl'
F . t t g l i s h( l . . r . r g m a n ,) O O e ) , w h i c 6 i s a l s , ciltr
ei,llr,r,,,slr rl-',"sitwo clicti.r.rarics arc clesig'eclfttr oldcr F'.glish lertr'ers' voLr
f < l rc h i l c l r c nt r t l c tl c e t l s '
a l s ' i i r i c ln r " . l i r - r g u i i l l e l r r c r c l i c t i o . r r r i c s
I l t s t l l l l l n t l r y -L, , n g l i s hv o c i r b r t l r r r lc l e v e l t l p r r l e nl < t l < l r l llsr i r g e i r r t h c l i v e s o t
. f t e a c 6 e r sa t l c ls t u c l c n t iss n e c t l t ' t l
F . . g l i s hl r . r g r - r r r gl .e, , r n . r r . ' f h e j . i n t i e c l i c a t i o , r
eff".tiu., efiicicnt, ancl fr"rrl'StLrcicfrts lvill rrcqLrircrl large
ro ntakc r,vorcllcrrntir'.lg
o r i r l r r l r cwl r i t t e n ' I n a c l c l i t i o r l '
n u r n l - ) eori u , o r c l st l t r , r , , g hI l i l t t l r i r lc < l t t l t t l L t l ' t i c l . t t i o n ,
rvttrclstttcly.Ncxt, *'e 'ffer rv.rcl le'trrr-
thcy r,villlerrrr rrervrun,-ir rhr,,ug6cxplrcit
r"1,x i n s i l c t i v i t i e si t n ( l s t r r r t e g i efso r b c g i r l n i n ga r r c l
i l l t e r n . r c d i a tEe' n g l i s hI e r r r t l e r s '

Beginning Level Vocahulary Learners :

Characteristics and Strategies
rr rLrdimcnterl' English v<lcrrbtllrrrt"trltl
l l e g , i r t i l i r r gl c v el l . - n g l i s hl e r t r r l c r sp o s s t s s
w o r c l s y o L rs e l e c t , f r t ) l l lt h e f i r s t ' 5 ( ) 0t t r
e r e l i k e l , vt o b c n c f i i i r o n r i n s t r u c r r o n t r s i n q of
i l r e a i n s t r t t c t i t l r li s e l s o 2 1l ' l l z 1 l osr o t l r c c
1 , 0 0 0 h i g h - f f e L l u e l l c yl i s t . Y o t r r c o r l t e l l t
highlightecl arld repeeted in mcrrrlingftrl
ne\v Englisl.r rvorcls, 11sthcse tctlcl ttl be '\t
prtlvicling f<lr dcpth clf wclrcl lellrnirig.
c()lltcXtS oVcr 21;,",i.,.1 <li wceks, tlrrrs
w o r t l s c l t r r i n gt h c c o r t r s c t l f d r y - t t l - d r r v
t l . r i ss t a g e , s t u c l c n t sr v i l l a l s o l e r t r t l t l r a n v
s t r r ' l t c l l i c \r r t . t l s e c l t o s t l p p o r t c o r r l -
c l i r s s r o o m a l c t i v i t i e s ,p r o r , i c l c ctl h a t s h e l t e r i r l l j
tlrn d.ity rolltillcs rrre cssentialxrld
p r c h c n s i o n . I n a d c l i t i < t n ,w t l r c l s e s s t l c i r r t c c l
a r e e s p e c i a l l yh e l p t t r l t o b e g i n n i n g r c ' r t l -
r e a d i l y l c a r . e d . T 6 e a c t i v i t i c st h r r t f o l l o r v
t o l e i r r n n e r v w r > r d si n a v a r i e t y o f " v ' t v s '
e r s b c c a u s et h c y g i v e t h e r n o p p o r : t L r n r t i c s

Total PhYsical ResPonse (TPR)

languageteachirrgw,hichpeirs icti'rtrs
TotalphysicalResponseis an approacl.rto
2000)' Typically' y.u begin with :rctiorr
rvith worcls ,,, ..r,tu.,u-i.t*"ittg iA'ht''
, l r i , d n n u n , "a n c l " w a v e g o o d - b y c . "A f t e r s r r v r n g
w o r d s , s n c h a s , . s t a n d ' u p"
\ v i t h g e s t u r e sa n d . d r a r n a t i z a r i t l n '
t h e w o r c l r r n d d e m o n s t r a t i n gi t s r n e a n t t ' l g
example' yoll say"'Stancl upl" ancl \'our
the teircheruseslt,,', ao--u'-'cl' For
"
 Begittning[.euel VocabulLtrJ'
LeLtrners:
Characteristics ancl SIrategi es

s t L l d e n t rse s p o n c lb i ' s t a n d i n g r - r p T . h i s r o u t i n e i s r e p e a t e cw l ith other actions

\ , v o r d sT. h r o u g h a c r i v ep a r t i c i p : r t i o ns, r u c l c n rlse a r n n c w a c t i o n w o r d s b y w a t c h -
i n g ,i l ' n i t i r t i n e a n d r e s p o n d i n gt o t h c t e a c h e r ' sc o r n r . n a n d( sS c h L r ncki t c d i r - F r acella,
R r r m p i n o i,r n d S h e a , 2 0 0 - 5 )A. s s t u d e n t sp r o g r c s s ,t h c t e a c h e ru s e sm o r e e l a b o -
r a t e c cl o m m i l n d s ,s u c h a s " l ) r - r tv o u r b o o k o n t h c t a b l e . " I n t h i s r v i r y ,s t u c l e n t s
l e e r na d d i t i o n a lw o r d s , i n c l u d i n gn o l l n s ,r ' c r b s ,a c l j c c t i v e sa,c l v e r l r sa,n c lf u p c t i 1 1 l
r v o r c l sN . o t l c a s t i t r p o r t a t r t , t h e w o r c l si r r c l e a r n e di n n t e : r n i n g f u le, r r r n t r n i r t i c a l
confexts.
A v a r i a t i o no u T l ) R i s r h e g a n r eS i m o n S a y s .T o g e t r c a d y t o p l a y ,a l l s t u c l c n t s
s t a n ctl r p . T h e l l t h e t e i r c h e gr i v c s : r c o r r r . n i r n w d h i l c g c s t u r i n e , . s l c ha s " S i l n g n
S i t v sl v t t v ct ' c l u rh t t n d si n t h e a i r . " s t u c l e n t s . r r eo n l v r u l ' , 1 - r . r . .r ro: 1c a r r y o u t t h e
a c t i o ni f t h e c o n r r l i r n di s p r e c e d c cbl v t h e w o r d s , " s i r n o n S : r y s . "O t h e r w i s cr h 5 ,
h r v c ' t os i t d o w n . T h e t e a c h c rt r i e st o " t r i c k " t h e s t u d c n t sb y o c c a s i o n , r lul yr v r n r {
c o t r t . t t r t t t ceinsc lg e s r u r i n gb, u t w i t h < l L rfti r s t u t t e r i n s" S i n - r o nS a y s . "t 3 o t hT l ) R a 1 {
S i n t o nS a y sa r c L r s e i Ltrol r b c g i n n e r sb c c r r r - r (sle) r r c t i o r rcsl c l r r o r - r s t r .rrvr1t e; r crlr - r c r r l -
i n g , ( 2 ) s t L r d e r l st sh o u ' c o n r p r e h c n s i obr vr r e s l ' r o n c l i nagn, c l ( 3 ) s p c a l < i n ies 6 e t
r e q L r i r c cH l . r l r v e v e r ,s t r - t c l e n tesv c n t u a l l y n r r r yt a l < co l r t h c r : o l co f t h e i c a c h e r .
t h e r e b yg l i r i . g s p e a k i r gp r a c r i c ce s t h c y g i v e t h e f a n r i l i a rc o n r n r a n c l s .
W e c x p c r i e n c e cl l' P R o l t r s c l v c sr v h e n .af n r c sA s l r e r t, h e o r i g i n a t 6 ro f t h c t c c h -
n i c l t t cg, e n e r t t L r sal vg r e c ctlo c ( ) p t ci 6 t 9 < t r t rc l a s s r . . r - nt . c l c r n . n s t r a t cI.- l c g i l v c L t s
c o n r n r r r n cilns A r : a b i cs r - r c ihr s " s i t , s t a n c l ,w a l k o v c r h e r c , w a l k 6 v e r r I e r i c .h , , l . l
v t l t t r h r t n c l su p i l l t h e a i r . " A t t t r t z i n g l l ' a l lo i u s u , ' c - racb l c t o p e r f q r r . nt l - r cr r c t i g n s
r t l t l t o s rt i g h t e l v a v .O n e s t L r c l c n\ t\ r r l se v c l l a b l e t o r a k e t h c r r > l co f l e a c l e rg, i v i n g
c r l t t t r t l l l l c lisn A r a l l i c . A l r , c c kl a t e r ,e n A r r r b i cs p c r r l < ei nr o u r c l r r s sg a u " . u n 1 a , i f
the sillt'tccott'tt'ttrttttls ancl,rcnrrrrkrrblywe still renrernbcrccl tl'rcrv6rcls!Wc saw ior
at3
o l t r s e l v etsl - r a T t l ' } l l o f f e l s I f t r n , e f i e c r i v el,o r v - p r c s s u rw
c a ) , t o l c e r n n c . " vw o r c l s .
Erperierlce i s t h c e l u c t h a t r r a k c s l e a r n i l r gs t r c l <r,r n c'lf P l t i l l u s t r a r c st h i s c o p c e p t
verr.'r,vcll!

Read Alouds
Wc cln't err-rphasizc cttortglrhorv irnprlrtrurtit is fo rerrclaloLrclto stLrclents rrt all
g r a c l cl c r ' c l s ,I ( - 1 2 . T h r o t r g h l i s t e n i n gt o s c l e c t i o n sr c a c lr r l o u c rl o t h c n r , F . n g l i s l r
l e : l r t l e r se a i r t e r p c l s t l r ct o v l r r i o u s g e l r r e s :s t t l r i c s ,p o u l l t s ,c s s i l \ , sl,t r t i c i e s ,d l t ( l
n r o r c .J ' h c va l s r tg l i r t i a r n i l i a r i t vr , v i t ht h e s o u n c l sa n d c i r c l e n c cosf ' t h e F , n q l i s hl a n -
g t r a e cl'v l t l r e < l v cIqi s t e n i t t gt o r c a d r r l o u d si n t r o c l u c esst u d c l t s t e t h c 6 r g r r p i z i r t i . r r
and florvof written F,nslish.
F o r l l c g t r l t r e r s ,h o r t s e l c c t i o n su s u a l l yu ' o r : kb c s t , i n c l u c l i n g
. I ) o e n r ss, o r l q
l y r i c s ,a r r c b l r i c f s t t t r i e s(. l h o o s cs e l c c t i o n so n f a n ' r i l i i rtro p i c s .B e f < i r er e a c l i n gr,, r i . ,
t n t o i r r l c lb t r i l c ls t t r t l e n t s ' p r i o rk n o w l e c l g eb , vb r i e f l y d i s c u s s i n gt h e t i r l e
6r rnain
i d e a si l l t h c P i c c ca s a w h o l e ; b e c a u s eb L r i l c l i n g b a c k g r o r - r n1c.l , . i . , , rr.e r e l i p gI a s
b c c t rs h o r v t lt o p r o n t o t cv o c , r [ r L r l a r ryc q u i s i t i o n( U l a n o f f& P u c c i ,1 9 9 9 ) .I n
addi-
t i o n , c . , n s i d c rh o r v v o u r v i l l s L r p p o r ct o n r p r eh e n s i o nt h r o u g h p i . r u . . r ,
1c1olrs,
: r n cti l t h e r s h c l t e r i l t ga s s i s t i r n caes y o u r e a c 1F. i n e l h i d c p e n d i n g
o n , v o L r sr r u c l e n t s '
e n t h u s i a s l fno r t h c p i e c e sy o u c h o o s e ,r c i r c tl h c n r a g a i n f r o n r t l m c t o
r i m e .S u L r s c -
q L t e nrt c a c l i n g w s i l l b e e a s i c rf o r s t u d e n t st o u n c l c r s t a n cal ,n d v o c : r b g l a r yk l o w l -
eclgecan be consolidirtccl.
It s alrvaysit.t-tportant to renrcrnbcr,of course,that listeningto any ertendeci
strctchof or:rl languageis ir dcrranclinerask, cspcciallyfor
thole ncw fo rhe lan-
guage. [ (owe.r) recentlybecir.nethe godparer-rt of a o.xacar-i Mexican baby boy.
 DeL'elttpment
LrtglishLcarners'Vc'cal'ttl'tr)'
n ' ' W o r d s a n d Meanings:
Cttat'Ll6

To prep;rrcfor n-rynew role as pddrino,l was reqr-rired to attencla two-hotlr 'lrlss

i n w h i c h I _ a mp e r h a p sa n i r d v a n c e c l
o f r e l i g i o r - lrnss r r u c t i o ni n S p a r r i s ha, l a n g u a g e
u'ith the content of the class'
beginnerat besr.l.u.n tt.,nugnt *'", "lt.t.lifarniliar
t f r r u n dt h a t I c o r . r l dn u t . o , ] . . , ] t . a t c f o r m o r e t l . r a na b o u t 1 0 m i u u t e sa t a t l m c '
n r a k i n gm e p a i n f u l l t 'a w a r e t ' f n l v l . r c ' g i n n i nsgt a t i r s '

Word Cards
Word cards are 'scd to hclp str-rclerlts co'rsoliclilte atld re membe r words f.r which
w t l r c l c a r c l s .s t t l c l e n t sw r i t e t h e E n g l i s l r
t h e , va l r e a d y k n o ' u vt h c m e a n i n g . T o c r e a t e
or translatigtt 61 the otl.rersiclc'
rvorcl 9rr o1c sicle*i,rr . 1.,i.tur., shtlrt clefiniti()tl,
geirrcclttr
By cre:rting the ir <>w. a,,,l.lr.,u,r.-,,. stuclentsdevelop rr pcrs.trrrl c'llccti.n
I n r r c ] c l i t i t l r lV, o t l c i l l l s u p p l y i m portrllt
, l i " i r . , r u n ' p ^ r t i c r , r I a r n c e c l sa n d i n t e r c s t s .
thcy l<cepthe cirrcls rvitl'r tl.rerll' vor-rr
colttent vocabulirry frtr thenr to acld. Becanse
or rvith a pcer when thcy hrrve it
stLrclcrltscrllt revrew tl.reir worcls irltlivicltlrrllv
llasic tnctlning <lf thcir u'orcls, thc,v carl
sprrre-rninute or two. or-rcc tlrcv ktltlr'v the
c o n s o l i c l a t et h e i r l c , e r n i n g t h r r > u g h v r r r i o u s llamcs and actrvirics' For exarllplc'
sr.tc[ lrs g,rguping thcir llv tlrcrrrtttlg, 5"
ygur stuclents clrl c1<t*orarort", "v()rcls
(for tnore idcrrs, s c e r r l s o cr"rnninghrnl
g r . , . . , . ' l n . ] n t i c. ^^,l . g u r y , < t r a l p b a l l c ' t i c a l l y
& 2 007)' As Votrr
( 2 0 0 - 5 ) ;a r l d B c e r r ,H . l n t t ' ' " T e n i p l c t o n ' h r v c r : n i z z - i [ o h n s t o n '
t t r c r r t l i t r g st'h e l ' c r r l s c t thenl lsidc as
s r u c l e n t sg " i , - , f 1 , , . , , . f * l , h n u , , r d , r r r t t lt l . r c i r
tlc\v worcls.wrrcl c t r r d sc a n b c l t s e t l
l e i t r n e c l ,m a k i n g r , r , , , n i , . ,t h c i r c o l l e c t i o t l s f o r
l c r r r r l r r t r c lr c t r l c t ] l l l c r g c neral high
rvith stuclents at any lcvcl to hclp thcnl
\'()e:1|.ruIrl r\'
2t4 frcqr-rcrtcyworcls arrcl s;reciiic cotltcllt lrrerl

WordWall DictionarY
( ) r . r e s t r a t c g l , Y ( ) t l c a l l r " r s c r ' v i t h b e g i n n i n g S t l . l C l c l ] t s i-ls a i ' w l r d \ v l r l I d i c t i o n l l r r ' ' < l r t
rrtlcl reviel'v' Iese \vords nlrly colllf
which y<ttr p()st w6rcls f()r sttlclcrlts trl lc'rrtt
a r c r e e c l i r l g , . o r l 1 l l , vt o p l c Y o L l i l r t
t r o r ] l y o n r c U r r e n t t h e n t e s t u L l v ,i r s t o l : v v o t l
j L l c l g r n c n tr r n c lk r l t l w l e c l g eo f 1 ' t l u r s t t l c l e t l t s
t e a c h i n g . Y o r - rn t a y . r l s o u s c v o u r ' o \ v r l
fretlltelrcy list' Nexr to elirchrvtlrd' r'ott
to selcct wrlrcis tront .rn .ippropri.tre rvorcl
m e r r r t i t t g 'l ' i s l I r i t l r e n t i l l o t r s c s
n l i 1 yp o s t a s h o r t d e f i n i t i o n o r i r p i c t u r c t o c o l l v c y
to help hcr iourth qlaclcrs learn n.or
thc wall clictionarv thr<lrtghor't the,vear
a tc$
,nvrtrclsancl revlcw thcm ovcr timc. L.rrchtl.t<lt:nitlgrlftcr roll call' she tirkes
lu-llllLltes to go ()vcr the newest with students ailcl invites thctn to evalulltc
"v<lrds
which worcls rhcy knrtrv well erlough to tarkc dowtr. b'xpancling tltl rvtlrd walls 'ls
worcl wall clictiol-rariescrrtr also l'te
presented in (,hirpter .5 ior cnrcrg,entliterircy,
r in iincling worcls irl published dicti<rrr
r u s e dr o d c m o n s r r a t c t h c r - r s c( ) f A B ( l o r d e
( c l e s c r i b e dp r e v i o u s l y ) t h a t r l r e h e l p f u l t r r
r . r r i e s i, n c l u d i , - , g 1 r i . t u , - . c i i c t i o n a r i e s
beginl.rers.

Working with ldioms

lcrlrnersbeci'tttsc their nrerrringsrtre
Idiomatic expressionsare clifficultfrlr F.nghsh
t h c P c i r n u t c
s a r t o o na b o u t " r e l r c l i n g
n o t I i t e r a l ,b r . r tf i g r - r r a t i r .aes, y o u . r n . . . i n
idioms as they corner'rp.ilrread-
betrveenthe linesj'fh. b.rt apprtach is t. discuss
irrgt-natcrilll,itrstrttction,()rconversaticlrr.Fclramofcfocr-rsedstudytlfidionrs.a
qoodstartirrgpointcar-rbetheArrreliaBedeliabooksbyPeggyParishandHernlln
 I ntermetliatc Le tteI Vocabulary Learners: Characteristicsand Strate gies

NOA4ATTERI{OWHARDI TRYI
CAN'TREADBSII'EENTHE
LINEs1

. S o l n c :P e i r n t t t sO: I l n i t e c l S y r r c l i c r r t Ir n, c .

Parish.Thesefun bcloksillustratehunorous situatiorlsin wl-richArnclia intcrprcts

variousrvorclsauclicliomsliterally;insteaclof figLrrativel)', irs they are meanrto bc.
F o r e x a m p l c ,t o " c l u s tt h e c u r t r r i n s , "s h e t h r o l v s d u s t o r - rt h e c u r t a i r - r st o; m a k e a
sponeecake,sheuseskitchcn spongcs.Studentshavefr-rnirr classreadingand lrsten-
ing to the books,cspeciallywl'renrhev alread,vknclw u'hrrtthe icliomsmcan bcfore
rearling.By exposingstudcntsto rr fcvn'iciionrs, you calr rrlcrtthenrto figurativer-rses
of l,rrrguag,c alrtl hclp thenr recognizeicliomrrticcxirressionswhcn thcy conrc Lrpolr
thcnr in their reaclir.rg. Your classnritv want to c<>rnpilc an idiorr ltook for which
e a c hs t u c l c ntfa k c sa n i d i o r l , i l l L r s t r a t ct hs e l i t e r i r lm e r r n i n gr,r n dc l c s c r i b et h
se iigrrra-
t i v eo n c .O r - r ch a n c l yi r n ccl o r n p r e h e n s i vi nct c r n c ts i t ei s w w w . i c l i < > r r c o n n c c t i t l r . c r r n r ,
w h i c h I i s t si c l i o r n sa l p h a b c t i c a l l ya n d b y t o 1 . r i cs,u c h 1 1 sa n i m r r l s s, p o r t s ,c k r t h c s ,
colors,fooci,rrncl+rrone\'. It also liststhc 8() rnost frcqLrentidirlnrs.
LJsingstratcgiessuchas TPR, rcirclakrLrcls, wrlrclcarcls,rvord wall clictionaries,
ancl picture clicrionrrries yor.rcrln help your str.rclcnts ntove to Llp to thc ilttcrnte- 2t5
c l i a t el e v c l s .

. :: .. :.:i,
;, ,..

Interrnediate Level Vocabulary

Learners: Characteristics and Strategies
c - n e l i s hl c a r n e r sn n y l < n < l wr l a n y o i t h e f i r s r 2 , 0 0 0 FIGURE6.7 . WoHr-,
l n t c r r n c c l i a tF Wr.Lr
high-frequencvr'vorcls.In eclclitior.r, mrrny will be conrpctcntreirders
o f g r a c l e ctle x t s a n c l n a t u r i l l r l L t t l i e n t i ct e x t s , c l c p e n d i n go n t h e i r
p r i o r c t l u c r r t i o n ael x p c r i c n c se r r s i n gF , n g l i s h .A s l v i t h b e g i n n i n g -
level learners,yor-r.'vill\vilnt to spcnd the bLrlkof iocr-rscd reaching
tirne on thc hieh-frccluencywords rrnd specificcontent rrreawrlrds
t h a t r h e yn c c c tl o c o m p r c h e n dr h e i rt e x t s .T h e a c t i v i t i e sh e r es h o u l c l
be rnostusefulto your intcrnecliatcF,nglishleirrncrs.

WordWheels
W o r d w h e el s c a n b e n s e dt o v i s u a l l yp o r t r a y w o r d s t h r r ta r e r e l i r t e c l
i n s o m ew e r y s, u c h a s s y n o n y m s .F o r e x a r l p l e ,t o h e l p s t u d e n t su s e
nrorc precisctcnns insteadof said,:r word wheel can be crc:rtcdto
show syrronynrssuch as s,rys,exclainted,stated,affirmed, related,
shoutetl,or yelled as shown in Figure 6.7. Aftcr n-rakingsure stu-
clcntsknorv the central word, discussthe drffcrent mcarringsof the
 'Words
CuitrrnR 6 . Deueloptncnt
and Meanings:F.nglishLectrncrs'Vttcabulttry

FIGURE6.8 r ' v o r d sa r o u n dt h c w h e e l .Y o u r s t u d e n t sw i i l e n j o yu s i n gv i v i d s v n -
o n y m s f o r g r e a t c r p r e c i s i o ni n t h e i r w r r t i n g a n d s p e z r k i n gr,t n r l
VERBS
Wrrer FoRIRREGUIAF
LeruouRcr
they ivill come to know them receptivelyirs well.

tanguage Wheels for Verb Coniugations,

Adjectives, A,dverbs, and Gognates
[ . a n g r - r r rw g ch e e l s ,w h i c h a r e c o r n m e r c i a l l ya v a i l r r b l cc,r l t tc o n t ei t t
l . r a n c lfyo r l r n g l i s hl . c r r r n e risn n r i c l c i laer r chl i g h s c h o o l ,p a r t i c u l r r r l r
r v h c nw r i t i n g a n d p r e p i r r i n gf o r o r a l p r e s e n t a t i o n O s .r i g i n a l l yl a n -
g L r a g cr v h c c l s f o c u s c c lo t r v e r b c o n i L i g a t i o r l sL. r l t c r t l . r e yw e r c
aclirptccl to help str-rcicnrs with ircljective and adverbfortns. In acltli'
t i o n , l a n g u a g ew h c c l sa r : ca v a i l a b l et o i l l c r t s t u d e n t st < t f a l s ec o u
natcs.Mardeof liglrtwcighttag bo:rrcl,lirttguagewl.reels c<ll'tsist ttf rt
l r o t t o r l c i r c l e ,a b o u t 6 i n c h e si n c l i a n t e t c rl v, i t h a s l i g h t l vs r t r a l l e r
t a g b o a r c lc i r c l er r t t a c h e coln t o p , r , v h i c l . r , v octttl l l t u r n l l k e a c l i a l .
F i s u r c 6 . t : ii l l u s t r a t es h o r v t l r e v ' n v o r k' n v i t hi r r e g u l a r v c r b s . \ ' o t r
sirnply tunr thc top wheel to rhe wor(l votl want-sin3-arlcl rire
wincl<rw cxposcs vrtriortsconir-rgrrtcd fot:nrs:sizl3,srrrzg, has strttg.
J ' h c s a n r ed i e l r r - w o r cfl o r r r r r ti s u s e df o r a d j e c t i v c , r n calc l v c r bf o r r r t si r n c if r t l s c
c o s l r i r t e s . 'hl c s ct o o l s t a k c r - r b s a c k t o o u r o w n h r g h s c h o o ld a y sl c a r n i n g( i c r r t t r t r r
a n c l S p a n i s h ,a r r c lt h a r ' s e l o r r gt i r n e a g o ! F o r o n l r n c i n i o r r l a t i o t . ta b o t t t h o r v t o
find lirngr.ragc i,vhcels,typc in keyworclslttngttttgcu'hccl or ucrb u'bccl.
2t6
Vocabulary Self-Collection Strategy
In thc Vocabulary Self-CollectionStrategry(FJaggarcl,1986), studentsselectotlc
w 9 r c l t h e y c o n s i c l e irr n p o r t . u r ti n r r r r . r s s i g n crtel r r c l i n gp, o o l i r r gt h c i r w o r c l su ' i t l t
t h o s eo f t h c i r c l r r s s m r . r t eo sf o r u r , r s t r r c l yl i s t . l ' h e t c i r c h e rn l s o a d c l sw o r c l st o t h c
list. Once worclsrrlc selcctcci from a rcrrcling,yor-rrrnclyour stuclentsrvork tc)gethe f
s se l v o r d si n s o r l e d c ' t a i 1N. e x t , y o t rl n c l t h c c l a s sl t a r r o w t l r e
t o c l e i i l er r n c,l - l i s c r - tr h
v o c a b u l , r r yl i s t b v c l i m i n a t i n gw o r d s t h e y : r l r c r r c lkyu o w a t r c sl c l e c t i r . w r go r c l st h e r '
feel rrrenrost rnrportrrrrtancl intercstins.Now thrrt 1'olthrrvea str-rcly list, you hcll-r
ygLrrstuclcrlts clccicle orr vari<lrrs wil)'sto learn the rvorcls,sLtchrtstestiltgcarchotht'r
i n p i r i r s .l n r r c l c l r t i o ny ,o L rm a y w i s h t o p o s t w o r c l sr r n d c i e i i n i r i r ) l tosn i 1w a l l c l i c
tictnaryirtr rcfcrencc.l'inalIy,you nrirylvish ttt rest stuclentsper"ioclically on worcls
they l - r a v c
s t u c l i c d T
. h c s t r a t c g yi s b c n ei i c i a l i n t h a t : ( l ) s t u d e n t sa c t i v c l yp : r r t r '
cipatc in sclecring in the worcls firr stucly; (2) it clcvelrtps rr strortg sensc of r'vorcl
cgrrsciotrsness o r r l w r u ' c n c s a
s n
; d ( 3 ) s t u c l e n t l
s c a r n t o t a k e c h i r r g ec t f t h cir on'rr
i v o c , r b u l i r r dy e v c l o p m e n t .

WordWizard
WordWizard (Mcl(eown & Beck, 2004), rl rcsearch-basccl str:rteg)"encotlragcs
s t u d c n t st o i t c t i v e l yt u n e i r r t o n c w w o r d s u s c di n v a r i o u sc o n t e x t s .A f t c r l e a r n i n g
n e u , w o r c l si n c l a s s .s t u c l c n t tsa k e n o t e o f t h e i r u s eo u t s i d ec l a s si n d i f f e r e n tc o r l -
tcxts sgch rrsconversatiorrs, television,radio, tuag:rzines, or rrewspapers. Sttrdcrtts
r h e n r e p o r t o n t h e i r f i n d i n g sw h e r r t h c y n e x t m c e t i n c l a s s .I n s h a r i n gt h c i r
reports,studetrtsare encouragecl to explain thc different ways in which the worcl
r Vocrtbulct4,
lntermediateL.et.,el and Strategies
Lrnr',tr,'t'Cbttractcristics
l

w a s u s e d .C ) n cf o l l o w - u p r r i g h t b e t o c r e a t ea c h i l r t s u m n t a r i z i l t gt h e v a r i o u s
\,v:lysthe worcl was used along witl-ra tally of how many times rr particlllar Llsc
rv:rsreportec{.ln the researchstuclybv McKeown and Bcck on Word Wizrrrcl,stu-
d e n r sw e r e r e w a r d e dw i t h p o i n t sf < t re a c hn c w w o r d a l o n g w i t h c e r t i f i c a t c sa t t h e
end of the r'veek.
W o r c lW i z a r c lf o c u s c sv o u r s t l r d e n t s ' i r r t e n t i oonn n e w w o r c l sa r " r colp e n st h c i r
e ) , ' etso r . r u r r n c emc el : r n i n g si n d i f f e r e n tc o l r t e x t so r - r t s i dccl a s s .P c r h a p sy o u l r e v c
n6ticedholv a worcl you have just learnedseells to pop up cvervrvhcrcthcrerrftcr.
Word \ilizard builds upon fhis phcrromcnonancl crcritesenthusiasnriu'rt()ltgstll-
c l c n r sa s t h e y c o l l c c tw o r d s t o s h t r r ci n c l i r s s F . i n a l l y , ' S 7 o r \dW i z a r crln a k c sa n i c c
c o n r p l e n r c nt to t l r e v o c a b u l a r l , s c l f - c o l l e c t i osnt r i t t c g yc l i s c r r s s cpdr e v i o u s l y .

Gontextual Redefinition
I l e s e a r : c hs h o w s t h a t i t i s c l i f f i c u l t t o l e r t r n n c n , w o r c l s f r o r r c o t r t c r t , e v r t t i o r
intennccljrte irnclaclvanccclearners (Folsc,2004; Mcl(ettlvrt & Itcck,2004;
Nag.v,Andersotr, & Hcrrnrrrr, 19,97; Natiort, 2007). Contextual redefinition
( 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 e2, 0 0 0 ) i s r t s t r . t f c q v
s t u d c l t t sc a n a p p l l ' t o f i g r r r c o 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 h e v c o t t ' t c
s p o r r r , i ' h i l cr e a c l i r r g .l - o r s t L r c l e n t st o b e r r b l e t o c l c t c r t n i n e w c l r c l t r e , r r t i t r q si t ' , r r t t
c o l r t e x t , t h e y n c e r l t o h a v e s o m e b r r c k g r o u t r c lk n o w l e c l g c o r r t h e t o p i c . I r t i r c l c l i -
t i o n , t h c t c x r s h " c r u l cbl e r i c h c r . r o u g hi 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
g r . r c s s c si r, n c l f h o s e c l u c s a r c n r o s t r - r s e f unl , h e n t l - r e ) ' s t r r n ciln c l o s c 1 . 1 , r x i t r r i t rt , '
rhc trrrknown lvorcl (Schnritt, 2007). (iivcn texts thlrt Ilcct rhr)\c et'itcrirt,
?,!"7
c o n t e x t L r i r lr c c l c f i n i t i o n p r o v i c l c s i s t r a t e e y t h a r e n r r b l c s s t u c l e n t s t o f i g n r c < t t r t
r u n k n o w n w o r d s f r : o n r c < l r - r t c x bt y n r a l < i n g i 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
!lLlcsscs.
-Itl
t c a c h c o l l t e x t t l a l r c c l e f i r l i r i o ny o L l t l s c s c l l t e l l c c se . t l t r t i t t i t l g n ' t l r c l sr h a t l r r c
i r n p o r t i r n t t o t r n c l c r s t a n c l i n g : rp r l s s i l g c ,a n d t h a t y c > u rs t u c l e n t sr l r e n o t I i k e l y r < t
k n o w . Y o u r i i r s t s t e p i s t o s e l c c rs u c h r v o r c l s i r o n r r . u .at s s i g n c t l r e i r c l i n g ,r r t , t i t r t r t i n -
i n s t h c c n t i r : cs e n t c n c c e s c o n t c x t . I f t h c o r i g i n : r l s e n t c n c c I r r c l < s L r f f i ei eI r t e o l l t u x t
c l r r c s ,y o u r n a y n c e d t o r c w r i t c t h e s c n t e n c c t o e n r i c h i t . T h e s c n t t l n c e sh c r e i l l t r s -
trilte rccreirtcrl sente nccs trsing tlte w<trcls,tdantdnt ancl cttchinnttitttt.

(a) T h e p r o f e s s o t ' w ' aasd r l r t t r l r rt r b o u th o w s t u c l e n t s h o u l c cl o m p l e f ct b e r t s s i g l t -

rrrcnth ; c t c l l d t h c m h c r v o u l d n o t r r c c e i )at l t y o t h e r a p p r c l a c h .
(b) After shc t<rlcll'rcr:joke, tl.rcrewas a grcat clcaloi caL'hinnatirtn;
ever:,vbod,v
l a u g h c cal l o t .

h c s e n t c n c e tso y o u r s t u c i e n t sy, o u p r e s e n tt h c w t l r d s
W i t h r l L r st h < l u , , i nt g
tltltlmttnt '.rndcat'hinnati<trtit't isolation, pror.touncingthe worcls as )-ou do sci.
N c r t a s k y o u r s t u d c n t st o g l l c s st h e w u r d ' s n r e i l n i n gi r n c lc x p l a i n t l - r e i r r r t i o r . r a l e
f o r t h e i r i d e a s .S o n - rgeu e s s ens r a y b e f a r f r < > r e n ( ) n ' e c tb, u t t h e t ' so k i r y b e c a u s ct h e
p l r r p o s co i t h i s p h r r s eo f t h e s t r i l t e g yi s t o i l l u s t r l t e t h i l t i t ' s d i f f i c L r l t o g u e s sa
lvorcl out of context.
Next, you show studentsthe rvurdsin contextas sirowniu sentences (a) ancl(b).
S t u c l e n t si r g i r i ng r - r e s s
tl-rem e a r n i n g o
s f t h e r v o r d s , n o t i c i n g h o w h e l p f L r li t i s t o
have tl.recontext. At this point, you lnay wallt to presellt ilnother selltctlce, for
w l . r i c hv o u m o d e l v o n r p r o c e s sb y " t h i n k i n g o u t l o u d " a s vou g e n e r a t e
p o s s ible
 Det'ektPmertl
t:ttglishI'edrners'Vocabuldrt'
Meartirtgs:

Stuc]ents
oi-the Stl:etcgy' checkthe dic-
llasedon c()ntext.ln the firral step
mearrit-tgs the p()wer
isolation and in context to cxperience
tiitnary meaning.r *u.J, trurh in
r" tt'ltltirt
h o w r . g c n e r a r ep l a u s i b l ew o r c l
r r u a l r e c l e f i n i t i o nt e a c h es s t u d e n r s
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 ande i r osophistic:rtitlll'
wrr.Itisrathertimecrln-
conlxt lvith caution
sur.r.rir.rg, but it 1,o'r studentsleilrn to use
b e e nw c l l s p e n t '
, v o u rt i r r r cw i l l h a v c

VocabularY Journals
r t n e x t e t r s i o to' tf w o r c l c e r c l sA ' s stLrtlerlt\
Y o u c a n t h i n k o f v o c a b u l , r r yi t l u r n a l s . r r s vocabular.v lotrr-
are assigrrccl ,,l. ..;r;";;;.l i,;; worcls, ther-note thern in tl-reir
nalselorlglvithaclefiniti<lri,aselltellceusirrgthew<lrd,and1']Iu.h.,helpftrlhillt
forrerletllbcringthetllerrtril.tg'Thcl'cant'l*u"thejtlurnalforrevicwingwtlrcls
a n c l b e c t l r . n i r . ' g f l . , e n t * ' . r ' . r - ' . w o r d s . M c l l e t l v e r S t u c l e n t s c e n a cbecotttc i d l l e w srre n t c n c e s
rrgirin'Thtrs' thc vocabul:rryiourtl:rls
when tl.rcl .,r,.,-t..tltt"' thc words f t l r n e w wtlrcls
i n f e r e s ta n c l b L r i l d i n g: ' r w a r c l l c s s
p e r s o n i r .l l i c t , . , n r f , s t i r . I 1 u l e t i n g
r r n dt h e i r l r c a n l l l g s '

DictionarY Use
Mostofltslrirveuscclclictionaries<lftcrlcltcrughtonra.kelookingr-rplwordflrirlr'
auttltl-.t:ttic.Htlwever,iinclingtlrcirrftlrn-rati<ln.vtltlrlccclirrtl.reclicti<lnaryislcttrirllr.
lrctltrrplcr'-.,.u..,.,.T.,1-'"11.,stud",.'tsotlt'1:lsevcn-Stepproccclr.rrelrirsbeendcv
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 aalle' m i nnltrturity'
c t l r e p r t zlrlcl
lceclure'c()ll-
ba.secl ,r,, y,,r,. stttdents'
siclcr\vhethe. ,,, ,l.l,i--*,]'.,.siniplifv'it r c c . t u ' e trd
t i ' i t - ' " " a " t t t h c p r o c c d ' r e 'w e
F . ' g l i s hl a ' g u a g e ; ; ; ; l t ' o " t t " t l t u t i t '
givirrgytlur,."a.",,^r-'"rrclcluttlfthechartor:ciisplayillgitclrlanovcrhcadprojcc-

FIGURE6.9
the drift of the conversation Student
ron "niuydidn't catcfi
Joe
Usrxcn DtcrtonnHY Locateword(s)or Phrases
not r.""oqnite he or she didn't
understand a word
not understood
CovpnrHErustoN
lf unknownword is inflected,
!";[';3f#:i,r:!]i:T5, i,l?S
!?;',fr"'.' vo uwant
r e m o v ei n f l e c t i o ntso f i n dw o r d
S o r r r t ' t 'l:) S c h o f i c l c l", L l s i r t g t o l o o ku P .
t h c I ; n g l i s hL ) i c t t o t l l t r vt o r
"l,Xlil:.
Some studentsmay haveto learn
the alphabetto do thls'
( i o n r p r c h c n s i o t r , "f l - ' S Ol - S e a r c hf o r u n k n o w nw o r dI n system
especiallythosewith a ditferentwriting -
( r ( 2 ) 'P P
Qu,trtcrh I phras-e try lookingup each
1u5-194. lf word seemsto be an idiomor set
lf you can'ttind at leastone entrY l f u n k n o w w
n o r dh a s a s u f f i xt' r y t h e e n t r yT o r
.ain etement
f o r t h e u n k n o w nw o r d ,t r y
p r o c e d u r eisn t h e e x a m p l e '
you find the one that makes
Scan all sensesof the word until
l f t h e r ea r e m u l t i p l es e n s e so r
the m o s ts e n s e .
h o m o g r a p h iecn t r i e sr,e d u c et h e m
by elimination.
unknownwordsthat were
Sludentsmay also haveio look up
U n d e r s t a ntdh e d e f i n i l i o an n d
u s e di n e x p l a i n i ntgh e o r i g i n adl e f i n i t i o n '
integrateit into the contextwhere
t h e u n k n o w nw o r dw a s t o u n d
to understand
flt' Studentmay havelo infermeaningin order
lf sensesof word don'tseem to
l o o kf o r t u r t h e rc o n t e x t u acll u e s
# IrttermadiatcLeL'elYocaltular|Lettrners:Chartrcteristics
and Stratecies

tor or PowerPoint@ scrccn.Next, mocielho."vyor-rwould pcrsonallyusc eachstep,

and tl.ren have studcnts use the stepsto look up worcls,rvorking in prrirsor triacls.
I-earning t h c s t r a t c g ) ' t a k c st i m e a n d c f f o r t , b u t i f s r u c i c n t sl e a r n t o u s e d i c t i g n -
aries c f f i c i c n t l r '
t ,h e v l v i l l c o r n p r c h e n dr n o r e i n r h e i r r c a d i n ga n d r v i l l b L l l d t h c i r
voc:rbu Ia rY.

Teaching Prefixes and Suffixes

P r e f i x c sa r t c 'sl r - r f i i x c s( i . c . , a f f i x c s ) a r c w o r t h t e a c h i n g i f v o r - rs t a r t o r - r tw i t h i r
s t r , r l lt l u t . n b e< r t ft h e t n o s t u s c f u l o n e s .R c s e a r c hh a s s h o w n t h a t a s r . n i r lnl u n t -
berof p r e f i x c s c i l l l b c f o r . r n riln : r g r c i r tn u n r b c r o f , " v r l r c lsst l t c l e n t w s ill bc reacl-
i n g , a n d t h c n r o s t c o l n m o n o n c s m a y b e r a u g l r t i n t h e e a r l l , u r a c l e sr , l , i t h
b e g i n r r c r(sw h i t e , S o r v c l l ,a n c l Y a n : r g i h : r r al ,9 l l 9 ) . F r > rl r n g l i s hJ c a r n e r ss, r r f -
f i r c s f o r r c s l r l a r v e r b s r ' r r ci n l p ( ) r t a n t ,s r . r c hr r s t h c , r : r / a n c l - l r u gc n c l i n g s .Y o u r
F . n g l i s hi r r n g t r a g tcl e v c l o p t r c n ts f a n c l a r c l sl a, n g u a e cr r r t ss t a n c l a r c l sa,n c lg r a c l e -
l e v e lc L r r r i c u l t t nI lrr t c r i r . t l sr v i l l h c l p y o u c h o o s cs p e c i f i cp r e f i x c sa n c ls u f f i x c s
to teach.
. f t r s ta s y o t r ' l l u ' a r t t t ( ) t e a c hh i g h - f r c q L r c r r rcvvo r c l s y, o u ' l l a l s o w a n t t 9 f g c r r s
o n h i g h f r e c l u e t t cpvr c i rr c s . F o r u r r t n r p l c r, h e p r c f ix c s u n - i r n c lr { , -r r r cu s c c l r 6 s t
f r e c l L r e t ra t l ny t l b e s r r t o ( ) c c u rr r t i r b o r - rt tl ' r cf o t i r r h g r r r c l el e v c lo f r e r r r l i r r gS.o n r ce i
t h e t t t h c rl t t o s tc o l l r r r o n p r c f i x c sa r e i l - , i r r r - ,n r e i r n i n g" n < t t " . ' l ' h e6 t h c r n r 6 s t
c o n l r o n p r c f i x es o n t h c l i s t a r c d i s ., c n - , i r t - , r t t t - .
O t t c c v o t t h , t v e s c ] c c t e ctlh c r r f f i x c sn r o s f u s e f u l t o y ( ) u r s t g c l c n r s).l o p c e n
b e g i nt o t h i l t k a b o t r t h o t v v o r r w i l l t e e c ht h e r r . U s i n e r h c n r < i c l eplr c s c r r t e b c lv 2f g
[ ) L r k ea n c l P e r r r s o r(r2 0 0 2 ) w e s u g g e s rs e v e r a ls t e p s f o r t c e c l . r i n gp r c i i x e s .' l h e
srrnrcpr<lceclurc lniry lrc uscclfor tcrrchirrgsrrffixcs.

l . Strrrtby tellins stuclcntsr,vhati'rprefix is aucl hor,r,'tl.rcv

contnbritc to i1
w o r c l ' sn r c r u r i n gS. h o r ' 's" t' r r c l e n tsse v c r ael x : r n r p l eos f w o r d s w i t l r p r e f i x e s .
2 . P r o v i c l c x a r r p l e s . f p r e f i x e ss u c hr r su t t - , d i s - , . r c l - a n r l s h . w h . w t h e
p r c f i x a f f c c t sn , o r d u r e r r n i n g w i t h s c v e r a rl , v o r c l sI r. o r c x a m p l c ,e x p l a i nt h a t
,lr- mc:1nsnot, rrnclr.vhenit is in fronr oi rr ."vorcl,it chlugcs rhc rneirrripg:
f r r rc x a n r p l c r, r t t i t t t e r e s t crdr e r l n sn o t i r l t c r e s t ce1r.n h a p p y m c i l n sn o t n a p p y ,
a n c ls c lf o r r h . Y o u n r i g h tr l s o s h o w s t L r d e r rtrhs, r t w h e r ry o l r t a k c a ; r r e f i x
l t w a , vy o u s t i l l h a v c a b r r s ew r t r c l( ( i r a v c ' s2, 0 ( ) 6 ) .
3 . O f f c r c x r r n r p l cs h o w i n s s t r . r c l e nht o
s r v y o L rn r i g , l -gr tu c s sthe rnerrningof ir
lvorcl brrsecl on thc prcfix.
4. Cluicle s t L l c l e l ttths r : o u g ht h e p r o c c s so i u s i n gp r e f i x e st r l r - r n l o c tkh e n r e a n i s g
o f w o r d st h e y f i n d i r . r c a d i n e .
5 . r \ s k s t u d c l l t st c l t a k e a l i s t o i w o r c l sr v i t h p r e f i x e sa n c lf i g u r c t h c i r n r c l r . r i n g
a n d g i v e t l . r c nr c a c l i n gs a l n p l e sc o n t a i n i l i gw o r c l sw i r h p r e f i x e s .

A s a i o l l o w - u p t o e x p l i c i t i n s t r u c t i o n y, o u m a y w i s l . rt o n r a k ec i r r ds e t sw i t h
p r e f i x e so n o n e s e to f c a r c l sa n d b a s cr . v o r d so n i r n o t h e rs c t .W o r k i n g i n d i v i c l u a l l y
or in pairs, stttclcntsn-ratchcarclsfrom the two sets to create tl"rcirown words,
c o n s o l i d a t i n gv o c r l b r - r l i r rl ey a r n i n g .T h e v m a y a l s o t h e n w r i t e t h e w o r d s i n t h e i r
vocabularyjor-rn.rals. Sirnilarstrategicsmav bc used witl.rsuffixes.
 'Words v (.)cab Lildry D et'eloPrnertl
Cu,lt'tr:R 6 ' and Meanitgs: F'nglishI'eantcrs

COGtIITIVE METACOGNITIVE
soclAL MEMORY
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Strategiesfor the Strategiesfor the c o n s o l i d a t i nag
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b e e ne n c o u n l e r e d b e e ne n c o u n t e r e d
b e e ne n c o u n t e r e d
USEFUL meaning
1) w r i t t e n 1) c o n t i n u et o
1) ask teacnerror 1 ) s a y n e ww o r d
1 )b i l i n g u a l repetltlon studywordover
paraPhraseor a l o u dw h e n
dictionarY
studYlng 2) verbalrePetition t i m e
-!otrrcc: Basctl otr 2) analyze anY synonym
2) connectword 3) take notesin
Schnrjtt(2000). available of new word
to its synonyms class
p i c t u r e so r 2 ) a s kt e a c h e rf o r
a sentence and antonYms
gestures
rncluclng 3) studythe
3) monolingual
new word s p e l l i n go f w o r d
drctlonarY

Word Learning Strategies Identified

as Useful bY Older Learners
t 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
W . . h . r v c e t r t l r l t l t s i z c tt |h c i n t l r t l r t . i t t e c res'lts .t oue
Y , , u , ' , ' ' l i j h tl . ) el , l t e r e r t . c l i r l t h c
r u s c. f w r t r c l l c r r ' t r r . r * , , r ^ , . * i . t . f<lut'rclnrtlst
strrrtegics.that stttclcrlts thcr.tlsclvt:s
stLrclvthirt irttelltptecl to iclerltrfY (Schrnitt''l'!1]-
lcarningtrnglish
'sef.l, in t6is..r. t^p"tttl"lsttLrlents "l ,l:l]11]l tlve crltegorrcs:
s t r i l t e g i ' . : : t l . s i r r gt h e r e s ei . L r c h c r ' s
F i g u r c ( r . 1 0 s r - l t . l l l . t ' t r t rsi zt l' .er e f)eternlini-rtlon
cogliltlvc' ir'-'tl
d L - t e r n l l l t i l t t . r ' r ,S . c r a l , I l l e l l l o r y r "ttttttug r l i t i v e ' l)etermirlation
t l l l c l c l ' s t a n ci lr w < l r c l ' st - t - t c ' r l n i n g '
ancl social strttcgies hclp stttclcrlts asking the
r v h i l c s o c i a r ls t r a t e t i t t . i " ] : : l . l u t
s t r a t e g i e s r t r e r t s c c li " i : p ; ; ' ; ; ' t J v ' help stttdc'ts
;;;;iri;. i.rcl nretircog.itivc srrategies
rcaclrer i.r l-rclp. lu";;, n'right shrrrc
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consoIiclrrte rvorcl urcrtt.ting,s' to tr' out rrllcl
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] f y o L r r r r e c s p e c i ' r l l vc L l r i o L l s v' o u
t h c t t c v r r l t t i r t et h c i r u " f u l ' - t t " '
a r l c lr e p l i c a t e t h c s t l r c l vv < l u r s c l f '
t",,f*,.rrii.l. i r r t h e s t t r c l y( S c h m i t t '
one ,ftcri -r,':",.'*i-",r,.'ted bv the stLr(lcrrts
"].",i,!r.a n:w Itr this multistctr'r
ft"
2002), is tl.rc l<eyrvorclrlcthod "tt''"t"i'rng ]:l:rit*f,l]]" betwecn lr target
select ilrrclrncnrtlriz-easstlciatitlns
trltret.t.ttlt.tic 1,l..,...1.',.. ,,.'d.n,, lvtlrcl iu the t'l '
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rvorcl (1.2) ;-rnclits trrlltsliltioll w e s t l ! ] g e s tt h i l t
Sorne olcler.,udt"t''".'tu i i n c l t h c t c c h r l i q r - r eh c l p t t r [ ' H o w e v c r '
r"rsingtleu' tvtltcls in t.tlerttl-
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irl rcirtiorr to thc tinlc spent
s t r i r t c g . Yi s r h e 1 er r r n r L r fp " y t : l f i

Assessing Secsnd'LanEuage
Lear ners trfocabularYPr*gress in scveralwirys'
lcarning tll:::llll
1i
l Yort urrtv itssessvoLrrsrudent'svocabulary
i Firstofall,y<lumlrVtlbscrveandj<lttlotesasstudentsworkirrsnrallgroupswhilc
rl1 reirdirrgorrvorkingincooperatlvegr()tlpsoncontentareatasks.Inaddition,yolt
i

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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 aas
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!w ll
D i[[erentiating Vocabulary I nstru ctiort

a r e at e i l c h i n s !y o L l m a y w l r t c h f o r r t n d n o t e c o r r e c t u s c o f t e c h n i c a lv o c a b u l a r , v
, , o uh r r v et r r u g h t .A r r o t l r c rw i l y t o a s s e svso c a b u l a r yd u r i n g i n s t r u c t i o r - rtai m l e isto
. n g . g . s r u d c n t si n c l i s c u s s i oor rf l v o r c l n r e a n i n g s( S i m p s o nc i t e c li u O ' M a l l e y &
pierce1 , 9 9 6 ) .F o r c x i r r n p l ey, o u m a y a s s e shs o w w c l l s t r - r d e nrt es c o g n i z ci r r . r idn f c r
r e l r t i o n s h i pbsy a s k r n gh o r v , t p a i r o f l v < l r c ids r i o r d o n o t r c l a t c ,f o r e x : r m p l e ,
h<'twI'rntlttll rtnd socccrarrci,rlikcor cliffcrcnt.Or you nrav rrskstudcrrtsto take ir
l i s t o f o b j e c t s .c l i t s s i f yt h e r n b y c o n r n r o na t t r i b u t c s ,a r n dn i r r n et h c c l a s st o ' " v h i c h
rhel'lrel<rlrg f o, r c x a n r ; l l e d, u c k , z e b r o ,r r n d l i ' o g r n a y b e c l a s s i i i c crlr sa n i n r a l s .I f
r o c k i s i n t h c l i s t , i t h l s t o b e s c t a s i d ea s r 1 no L r t l i e rF- .. a c ho f t h c s c a l t c r n l t i v e
s t r i r t e g i erss k s s t u d e n t st o c 1 os o n r e t h i n cn r o r ec l a b o r a t ew i t h a w o r d r , v h i c bn r a v
rer,'eal ,r clec;lerlci,'cl<lf r,r,ttrcl knowleclge.
l n i r c l c l i t i o tno r r s s e s s i uvgo c r r b u l e r y1 1 sp r r r o f i n s t r u c t i o n ,y o u n ' r r r yr r l s or . r s e
t r - i r c l j r i o nnarl e i l n ss u c h a s r n r - r l t i p l c - c l r o itcccs t sa n d n r l t c h i r r gi t c n r s .l - h c b e n e r f i t
6 f t h e s ct l a c l i t i o r r ai]l s s e s s n r e nitss t h a t t h e v r r r cq u i c k a n d e r r s yr, r r r cnl r r r vb e
a c i n r i n i s t e r et oc lt h c r , r ' h o l c l r r s sa t o n e t i n r c .
l - o o l < i n gb a c k , n r o s to f u s c r r n r c r n c n r b e irr n i n i l u c u t i a ]t c r r c h e irr r o u r i i v c s .
O n c s L r c hi n f l L r c n t i at lc i r c h e l u v r rls) r o f c s s r l F r c l t h e r s t o n en, ' h o g a v c t h c f r e s h r nne
l i t c r e t u r cc l r r s sr r b o u t2 . i k e y t e n n s w c s h o L r l ckl n o w i n o r c l e rt o l 1 - r p r e c i a tacr r c l
c l i s c u stsr n g l i s hl i t c r e t r r r c .W c k n c r v w e w o L r l c b l e r e s t e do n t h o s c t c n n s , s o w c
s t L r c l i ct h - icl n rw e l l . 8 1 ' t h ee n c lo i t h e s c r n c s t e w r rc w c r c e l l r i l t h e r i n r p r e s s c b dv tlre
l e r , ' col f s o p h i s t i c r r t i o r 'rv eh a c lr c h r c v e c il n o u r l i t e r r r l yc l i s c o L r r sS c !t a r t r n gr v i t h
t h o s ek e i ' t c n l s , l ( O r v e r r )e n c l e cLl r pm a j o r i n g i n l r n { r l i s hl i t e r e t u r e .l ) r o f c s s o r
Featlrcrstone b ,y t c a c h i n gi,n r p o r t r u r tl i r e r a r vt c - r r - r -pr rso, v i c l c t lL r sw i t h t h c w o r c l s
a n c li c l e a sr v c n c e c l c ct ol u t t c l c r s t r u rl ci tle r a t r r r cr r: r r i l i t c r a r yc r i t i c i s r n t. \ n c l k n o w i n g *f,X
r h i r th c r v o u l d b c t c s t i n eu s o n t h o s ct c r r l s r n o t i v r r t e culs t o s t L r c l r ' !

Xlifferentiating Voc ahulnry Instruction

l ) i 1 - l c r c r r t i a r i vn og c a b u l r r r yi n s t r u c t i o r r c r l u i r e sr i s t o c o n s i c l c cr r r c hs t u c l c r r t ' s
r v o r c lk t r o r v l c t l g ci n r e l r t t i o n t o g r l r c l cl c v e l c u r r i c u l u n r s t i - L n c l r r r cel os e , r l s r, r r r c l
o b j c c t i v e sS . t L r c l e nc to u t r i b u t i o n st o I ( - \ i ( / - 1c.h r r r t s( s c c O h a p t e r3 ) e n c l v o u r '
o t h e r o b s c r r , ' r t t i o cnlsr - r r i nrgn s t l u c t i o nl . r . t v i c l ef i r s t s t e p si n a s s c s s n r e nSt .h o r t
$ , 0 r c ll i s t s o f i r n p o r t e r r tc o n t e n t i l r c i r t c f l l r s a r c i u r o t h c r w i t y t o : i s s c s ss t u c l e n t
u . ' o l dk t r o r v l c c l gper i o r t o i n s t r u c t i o n .W o r c l i r e q u e n c yl i s t s c r r n h c l p y o r r c l c t c r -
I t t i t r co t h c r r v o r c l sy o u r s t L r c l c n tnsr a y n e c c l .I " i n a l l y ,e a c hs t u d e n t ' sp e r s o n r t ci l i c -
t i o t t r r r l ' e r t t r i eos f f c r a n o r t g o i n gr c c < l r col i i n c l i v i c l u avl o c i r b u l a r yl c v c l s r r n c l
g r o l v t h .W i t h t h i s i n f o r m i r t i o r ri n h a r t c l y, o i r r , v i l lb e a b l c t o n r : r k eL r s eo i s e l e r r r l
f c r i t u r c so i t h i s c h a p t e rt o c l i f f c r e n t i l r t ei n s t r u c t i o n .O n e i ei t t r l r ci s t h c c l i v i s i o no f
s t r a t e q i c sn t t o b c g i n n i n g , u r . li n t c r n r c t l i r r ec a t c g o r i e sA. n o t h e r f e r t t rr:c i s t h e
c h r r t i r r F i g r - r r6e. 1 , | , w l r i c h s u g g e s t g s r a c l el c v c l sr r t w h i c h c r r c hs r r a t e g "r-. r . r rbr vc
u s e c lF . i r t r r l l vv, o u w i l l b c a b l e t o i r s s e ss t u d e n tl c i r r r . r i nagf t c r i n s t r L r e t i o rurs i n q
t h c v r r r i o u st c c h n i c l u essu g g c s t c c l .
I r t ( i h r r p t e r . 3 ,r v e o f f e r c d a s c a f f o l d f o r p l a n n i n g c l i f f e r : c n t i a r tiencsit r u c t i o n
t h a t c a l l sv o u r i l t t e n t i o nt o w h o , w h r r t , h o l v a n d h o w w c l l . W e u s e t h a t s c a f f o l d
llow to clcscribediffercntirrtecl vocabr-rlary,instrucrion relateclto a thcmc str.rcly on
travel irncl distance in ir fiftl-r-gracie class. The lcsson is based on a fifth-grirde
s c i c t r c sc t a n c ' l a rtdh a t r e q u i r e sa l l s r u d c n t st o c l e r n o n s t r a tken o w l e c i g ea n d L r n c l c r -
 Crr,qlrl.n6 . V/ordsand Meanings:English Learners'VocabularltI)euektpntent

s t a n d i n go f t h e p l a n c t s i n o u r s o l a r s y s t c m ,t h c i r s i z e ,d i s t a n c ef r o m t h c e a r t l r ,
temperatllre,and the compositiiln of their atm<lspheres.
Who: Fifth-gradestudcntswho are beginning,advanceclbeginning,and inter-
m e c l i a t cE n g l r s hl a n g u : t g el e a r n er s . T h e y r e p r c s e n at v a r i e t yo f p r i m a r y l a n g u a g e
b , r c k g r o , - r , r JTsh. e y h a v c a l l c n j o y e d l o o k i n g a t t h c n i g h t s k y a n d i r r e f a r r - r i l i a r
with the '"vordsmoon) stars, and surt.
W h a t : T h c o p e n i n gl e s s o nf o c u s e so n t h e i n i t i a l c o n c e p t sf c l rt h c t h c n l es t u d v
rrndcorrespgnclingvoczrbulary:solar system, sun, planet, and distance.The 1ext
part of thc rhente stuclywrll acld:diameter, ternperature,atrnosphere'surface,
gas, and oxygen
I I o w : S h o w i n ga l a r g e ,c t t l o r f u lp i c t t t r eo i t l - r es o l a r s y s t c m 't h e t e a c h c rp o i n t s
o u t t h e s u n , t h e t a r t h , a n d t h e p l a n e t s ,i n v i t i n g s t l l d e n t st o o f f e r c o r r e s p o n c l i n u
1 v o r d si n t h c i r p r i r n i r r y l a n g u r r g ci 9 r t h c r n u l t i l i n g r : a w l a l l d i c t i o n a r y .A K - w - L
chart i s c r c a t e d t o e l i c i t a n c l d c v c l o p l t a c k g r < l u n k
d l g w l c c l g e < l nt h c t < l p i c .S t L l -
dcnts thcn wctrk in triarcls ttl crcatc 2111 illttstratcd poster on r.rnassignedplrlnct'
. s i 1 g t e x t b g g k sa n c lo t h e r r e s o u r c cr l r r t c r i a l st h e t c a c h c rh a sg a t h e r c - cFl -. i l c ht r i a c l
lvill incluclerr beginning, :1pintermediate, irnclatr advanced F,nglishlcar'cr. The
i t , r l n c lw r i t i t t g i t s c l l s t r r n cier t l n l t h c
' r . j c c t i n v o l v e sd r a * i r . r gr h e p l i r n c t ,l a b e l i n g
,un. f n . p o s t e rw i l l l i l r e r b e c < > n t h
c e o p e n i n gp a g eo f a s h o r t r c p o r t o r l t h e p l r r r l -
. t s c o u e r i i - rsgr . r I s e c l u cirp. rf 6 t r m a t i o no n t h e p l a n c t s ,i n c l t r c l i n sg i z c ,p r l s i t i o r il r l t h e
s , r l , t ls' 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 '
i Howwell:BeginningEnglish
p l a n e t s 2 r st h c y a r e n i r m e c l a n d s
learners will be able to point to the strn and the
l l . r e r ra s k e d ;
t r r t c t h e i r d i s t a n c e f r o m t h e s r - r tw
i.ilii 22?. interrnediate English learners will be able to orally clescribc thcir planet's loca-

$ifl
llil
1:!t.l
;
t i o l i 6 t h e s g l a r s y s t e n l a n c l i t s c l i s t a n c ef r o r r t h c s u t r , u s i t . t gt r r r g e t
advanced English learners will be :rltlc to usc facts to explilirl
voc'rbr-rlrtrr;
gcuer:rlizrrtions

rrb6ut tlreir plrtnet, snch as hrtr,vits distancc fr:orn the sttrl affects its tenlperrltllre'
:,f;:, A l l s t t r c l e r t t sw i l l r c c o r c l t a r g e t v o c r r b r - r l a r yi n t h c i r s c i e n c c
journals, along with

a r . r yi r c l c l i t i o n a lw o r c l s t h e , v w r s h t o i n c l u c l c . N c x t t o t h e i r w ords they notc the

l r e a n i r . r g i n w < t r c l s ,p i c t t t r e s , 9 r t r a n s l r l f i o n s . ] u s t b c f 6 r c s t t l c l e n t sp r e s e n t t h e i r
b r i e f l y r v i t h h o r n t l g e n o t r s g r ( ) u p s ( b a seco l n English larl-
1 - r o s t " r st l,. ' et c a c h e r m e e t s
guage proficiency) to provicle a c l c l i t i o n a l v o c a b u l r r r y r e i n f o r c e m errt ancl assis-
,.n.., diff.r.ntiaiecl foi bcginning, i n t c r m e d i a t c , a n c l r l c l v a n c e c l r
l n g lish lcarners'

Sumrnary
In this chapterwe discussedvocabularyacquisitionand its relationshipto reading
out of
lorrrpr.h.nrion, acaclemicliteracy, and general communication in and
vocabulary, we
schotl. With a focus on high-frequelcy words and content area
words in
exolainedthree maio6ouri, of .word learning (1) incidentallearningof
.onr.", ilcluding oral communication, reading,and writing; (2) explicit instruc-
tion on specific words; and (3) explicit instruction on strategies to unlock wofo
meaning and help students become independent word learners. Expiicit instruc-
tion on*words word learning strategiesalso heips students develop word
"nd
 Suntmarl,

8 9 10 11 F I G U R E6 . 1 1
GnnoeLevrrsRrWHro-r
ssessmenl MnvrfE
SrRRrrcrEs
Formal
lnlormal
Useo

R e d e f i nt t o n

USE

ldtoms

L a n g u a g eW h e e l

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Vocabulary
Journals

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Word Cards

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Word Wrzard

c o n s c i o u s n c ssso t h a t t h e y t r e c o n r em o r e : l w a r e o f w o r d s , w o r c l p i r r t s i r n c it h c i r
n r c a n i n g sn, e l v w o r d s t h c y c o m e a c r o s s ,a n d d i f f e r e n t f o r m s o r u s e so f l e a r n e d
rvords.Through this :rrvareness and wide reacling,stuclentsdevelopfluency in rec
ognizing:rnd understandingwords in oral anclwritten ccltnnrunication.
!/hile this cl'raptcrIrasconccntratcdon teachingspccificselectcdwor:clsancl
<lnteachingstuclentsstrategiesthat will hclp studcntslearn lvorclsindepcndently,
latcr chaptersdiscr-rss strategiesthat help studentsconsoliclatetl.reirleanring irnd
e l a b r > r a tacn d d e e p e nw o r d m e a n i n g sa n d a s s e s st h c b r c a d t h a n d d c p t h o f t h c i r
k n o w l c d g c . S t r : a t c g i e st h a t h e l p s t u d c n t s e l a b o r r r t ea n c l c o n s o l i c l a t cw o r d s
c l i s c u s s ei cn l l a t e r c h a p t e r si n c l u d e t h e f o l l o w i n g : c h - r s t e r i n gn,r a p p i n g ,s c l n a n t i c
featureanalysis,and structr-rred overviews.
F i g u r e6 . 1 1 p r c s e n t st h e g r a d el e v e l sa t w h i c h w e h a v c s c c nt e a c h e r su s c t h e
v a r i o u ss t r a t e g i c s .
 Cuarr r.n 6 . \ilords antl Meanirrys: English Learners' Vocaltulary Deuelopnrcnt

$uggestions for Further Keading

B e a r ,D . R . , H e l m a n , L . , T c m p l e t o u ,S . , I n i , e r n i z z i ,
M., rrnd.fohnston, I'-.(2007). \Yordstht'ir wat'
u,ith F,nglishLectrners:Word stutly for phonics,
t,ocabulary,and spellinginstructiort.New .fcrsey:
P e a r s o n / M e r r i lP l r e n t i c eH a l l .
T h e t i t l e s a y si t a l l ; t h i s i s a r c s o u r c ee v e r y
t ea c h c r o f E n g l i s hl ea r n e r ss h o u l c lh a v e . I i v c r y -
t h i n g y o u c o u l c lp o s s i b l yw a n t t o k n o w r r b o u t
w o r c l s t u d y i s h e r ew i t h a g r e a t v a r i e t ; -o f : r c t i v i -
I(rashen'sbook presentsevidencein favor of
free voluntary rcadir-rg(FVR). By free voluntary
r e i r d i n gh e m e a n sr c a d i n gt h a t i s s c l c c t e db y s t u -
d e n t sl v h o a r e n o t a s k e dt o m a k e b o o k r c p o r t so r
answer qLrestions from a teacheral;r>r-rt what they
are reading.He statesthirt: "Free voluntary read-
i n g i s t h e f o r , r n d a t i oonf l a n g u a g ce d u c a t i o n . "H e
s a y s :( l ) " l - i r r r g u a g ics t o o c o n r p J c xt o b e l e z r r n e d
o n e m l e o r w c l r d a t a t i m e " ; ( 2 ) " L . a n g u t r pui es e r s

Ii
t j e s a n d s t r a t e g i c sf o r r v o r k i n g s u c c e s s f u l lryv i t h m u s t r r c c l u i r ren a n yw o r c l sw i t h m a n y n u a n c c so i
L r r g l i s llre : r r r r c r s . r l e a n i n ga n d c o r n p l c xg r a m n t a t i c apI r o p e r t i e s " ;
( 3 ) " T e a c h i n gv o c a b u l a r yl i s t si s n o t c i f i c i e n t .l ' h e
I l e c k ,1 . ,M c l ( c o r v n ,M . , a n d l ( u c a n ,L . ( 2 0 0 2 ) .
tinre is bettcr spcr"rtrcacling"(p. I 9). I(rasherr's
Bringing u,ords to life: Rohust uocLlbulLtr)t irtstruc-
vielvson ir.rcidcntirl lear:r.rir-rg irre diffcrcnt fron.r
/ i r . u zN. e w Y o r k : T h c G L r i l f o r dP r c s s .

i This book, rvrittcn bv in.rport:rntvoca[rr-rlary

r c s e r r c h e r sf,o c u s e so n n e t i v cL , n g l i s hs p e a k i n g
Folse'sand arc irnpor:tirntto know.

N a t i o n , L S . I ) .( 2 0 0 - t l .[ , e a r n i n gV o c d h u l a r l '

llirll
s t l r d c n t sI. l o w e v c r ,i t c o l r t r r i n n s l i l n ) 'i L l c : t a
s n(l it r A nc .h t tc r L L nt g udg e . C a mb r i dg e: C . a r n b dr ig c
s t r a t e s i c st h a t c a r ra n d h a v e b c e nu s e dw i t h U n i v e r s i t vl ) r e s s .
secorrcllar.rgurage le:rrnerssLrccessftrlly. Afte r a N i r t i o n i s o n e o f t h e m aj o r s c h o l a r sa n d

,itl'.
rlill,.
7 2 6^ l u c t t l1 ' r r r s e n t l t i oouf a r a t i o n r l l ef o r :" l l o [ r u s t
"* v o c r t b r r l r t ri yl t s t r L r c t i o n ,c"h r r p t e r si n c l u c l et o p i c s
o n c h o o s i n gv o c : r b n I a r yw c l r d s ,i n t r o d r r c i n g
r e s c i r r c h e rosn v o c z r b u l a rryr c c l L r i s i t raonnd t er r c h -
i n g . C h a p t c r si n t h i s e x c e l l c n tb o o k i n c l r - r d cr h: c
g o a l so f v o c a b u l a r yl e a r n i n g ,k n o w i n g r l u ' o r c l ,
v o c a b u l a r ya' ,n c lt e z r c h i nvgo c a [ r u l i r r yi n e r r r l i e r
illil ancllater gracles.
teacl.ri ng ancl cxplairring vocirb r-r Ia rv, vocabulary
and l i s t c n i n ga n d s p e a k i n g v
, o c r r b L r l a rl e
yarnrng
strategicsrrnd gr-ressing from context, ."vorcl stLrdy
r F-olsc, K. (2004). VoctrbularyMyths: AltltlyingSet'tmd
l Langu,tgeReseart'bto Llassroom Tedching. s t r r r t c g i e st c, s t i n gv o c i r b u l a r yk n o w l c c l g er r n cul s c ,
i T h i s b o o k , c l c r r r l yb a s e col n r e s e a r c hn, r i r y ar-rtldesigningthc vocabularvcomponentof rr
'fhis
c h a n g ev o u r m i n c l a s i t c l i c o l ur'son vocabrrlary l a n g L r , r gceo l l r s e. c o m p r e h c n s i vbeo o l <i s a
t c l c h i n g . W h e n y o u r e i r ctl h c v a r i o n s i c l e : r isr b o u t v a l u a b l er c s o u r c ef o r a r n yt c i r c h e rb, u r e s p c c i a l l y
I
l
t e : r c l . r i nvgo c a b u l a r v ,y o r . ln r a y b c s u r p r i s c ctlo for terrchersof olcierstuclcrnts.
l d i s c o v e rt h r l t t l - r ef o l l o w i n g a r e m y t h s : " U s i r i i i
N a t i r r n ,P . ( t . d . ) .( 1 9 9 1 ) . N e w w o y s i n t e t c h i n g
w o r c l l i s t s t t >[ c a r n s e c o n dl i r n 5 i r - r r rvgocc a b r , r l a r y
L,o(LtbttlLtry. Alcxanclriii,VA: Teachersof tnglish
i s u n p r o d u c t i v c ; "t l r e u s c o f t r i r n s l a t i o n st o l e a r n
to Speakersof Other Lirngr,ragcs, Inc.

ll
n e r vv o c a b u l a r ys h o u l d b e d i s c o u r r r g e cal ;n c l
g u e s s i n gw o r d s f r o r n c o n t c x t i s a n e x c e l l e n ts t r a t -
c g y f o r l e a r n i n gs c c o n dl a n g u a g ev o c a b u l a r y .
T h e b o o k c l i s c u s s erse s c a r c ho n e i r c ht o p i c r r u d
s u g f l e s ta s p p r o p r i a t ea c t i v i t i e sa r n csl t r a t e g i e s
b a s e dL r p o nr e s e a r c hA . n e x c e l l e n ts t a r t i r r gp l r r c e
t o ] e a r n i r b o r - rttea c h i n gs c c o n dl a n g u r r g el c a r n e r s
and vocabulirry.
Krashen,S. (2004). The Potuerof Rctding:
[nsightsfrom tbe Research(2nd Ed.). Pr>rtsnrouth,
NH: Heinemanrr.
'fhis
i s r r r c s o l r r c cb c l o kw i r h o v c r o n c
hur.rdrea e i t h v a r i o u sl e v e l so f
c lr c t i v i t i c fso r r , r s w
E n g l i s hl c r r m e r s .E a c h a c t i v i t y c o n t a i r r sa d e s c r i p -
t i o n o f t h e l e v e lo f t h e a c t i v i t y s u c h i r sb e g i n n i n g ,
i n t e r m c - d i r t ea, n d i r d v a n c e da, d e s c r : i p t i c o i nf t h e
a i r n / p u r p o s eo f t h e a c t i v i t v ,t h e c l , r s st i m c t h e
r r c t i v i t yw i l l t a k e, t l . r ep r e p a r a t i o nt i r n e ,a n d
r e s o u r c e sA. c t i v i t i c s r a n g ef r o m m e e t i n gv o c a b u -
lary for thc first tin're,esttrblishingvocabtrlirry
t h a t h a s b c e n p r c v i o u s l yl e a r r r e de, n r i c h i n ev o c a n - '
u l a r y , a n d d e v e l o p i n gv o c a b u l a r ys t r a t e g i e s u c h
 Actiuities

a s g u e s s i n gw o r d s f r o m c o n t e x t ,l v o r d b u i l d r n g , vocabr-rlary acquisition.Articles cover a range of

u s i n gd i c t i o n a r i e sa, n d g i v i n g l e a r n e r sc o n t r o l . topics including: vocabuiarysize,text coverage,
T h e l a s t s e c t i o nd e a l sw i t h d c v c l o p i n gf l r - r e n c y worcl lists,written and spokenvocabulary,vocabu-
with known vocabulary. lary acquisition:word structure,collocation,
word-class,and meaning,what's in a word that
, . & M c C a r t h y ,M . ( E d s . ) .( 2 0 0 . 5 ) .
S c h m i t tN makes it hard or eASy,some intralexicalfactors
Vocrtbttlary:Description, acquisitirtn and that affcct the learning of words, vocabulary
pedagogy.Carnbridgc:Cambridge University Prcss. learning strartegies,
:1ndcurrent trends in teaching
'fhis
exccllcntresourcebook, writtcn iry secondlanguagevocabulary.An excellent,sophisti-
experts,containssectionswritten by many of tl.re catecldiscussionof many levelsof vocabulary
top reseirrcher:s/educators on secondlangr.rage acquisition,le:rrningand teaching.

Activities
L Try readingspccificaspectsof both Folse'sbook tci,rchingideaswith other studentsin your class
and Krashen'sbo<;k.For cranrprlc,I(rrrshen rrnclclctcrrnincwhich activitiesor approaches
stiltcsthat "Tcachingvocrrbularylists is rrot cffi- youlrgroup rhinks woLrldwork bcst.
c r e n t . ' I - htei m e i s b e t t e rs p e n tr e a d i n g "( p . 1 9 ) , c s u g g e sgt , i v i n g
4 . A r t h , :c n . l o f t h i s c h . r p t e rw
But Folsestatesthat it is a nrytl-rthat "using stlrdentsa list of wor:dsthat will provide a
word liststo le/trnscconcllrrnguagcvoc;rbulary for-rndirtiorr for thern in a specificcontcnt arca.
is unpr.ocluctivc" (p. x). Is there a wily you can l)isci-rss whether you would use this approirch 235
rcconcilethc two secminglycontraclictoryviews o r n o t , I n y o u r d i s c u s s i o nt ,a l k a b o u t h o w s t u -
of vocabr.rlary learning?What do Nation ancl clentsmight le;rrnthescwords with another
othcrshaveto say about learninefrclnrlists? l p p r o r r c ht h i l t n l J ) b c m r r r ei t t l c r c s t i n go r
Flow clo thcscvariousvicws cornparct() this rnorc cffcctive.
chrrpte r's views or.rthe sarncsubject?
5 . W e s h a r e da s p e c i f i cm e m o r y w e h a d l e a r n i n g
2. Look Llpthe different lists rccorrnrended[or words in ProfcssorFeatJrerstone's class.Think
s t u d e n tv o c i l b u l a r ya t r h e b c g i n n i n g ,a n d a c : r - o f y o u r o \ \ ' n v o c a b u l a r yl e a r n i n gi n c l a s s r o o m s
d er n i c l e v el s . D i s c u s sw i t h a p a r t n c r o r i u n a n c lb e y o n d .W h a t w a s n r o s th e l p f u lt o y o u ?
g r o u p h o w y o u m i g h r u s ea l i s t t o e v a l u a t c Where ar.rcl how did you lcarn most of your:
studeutvocirbularylcvelsand to tcach stucients vocabul:rry? H o w m i g h t t h i s k n o w l e d g eo f
necessary vocabulnry.Yor-rmay want to usc rhc your own lear:ninginform your classroon.r
l i s t sm c n t i o n e di n t h i s b o o k o r y o u m a y w a n t tcaching?
to look at othcr lists on thc intcrnct to derer-
6 . Do you think some studentscan le:rrn from
m i n e w h a t l i s t ( s )w o u l d b e r n o s tu s e f u lw i t h
w o r d l i s t sa n d t h a t o t h e r sw i l l n o t l e a r n a s
your spccificstudents.
werll?How will you adapt your own teaching
3. Describestudentsin a classroomanc{explain strategiesto meet the needsof studentswho
how you would createlessonsfor the followrng learn differently from one another,of students
l i s t s :t h e f i r s t 1 , 0 0 0 w o r d s ,t h e s e c o n d1 , 0 0 0 who learn well by memorizing lists,and others
words, or it content areaword list. Shirreyour who clo not?
 ',Wor,Js
cu.rllr.n 6 . and Meanings: English Leanters' vocabtrlary Deuelopment

ffiyeducationhb)
Comesto Life
WheretheClassroom

Video Hornework Hxercise Video Homework Hxercise

An ESLVacabularY Le sson
(ElementarY)
I n r h e v i c i c c tt,h c t e i r c h c rd e l l l o n s t r a t eisr v < l c a b t t -
l a r v l c s s o ni n w h i c h s h c f i r s t p r t l t l o t - t t r c e as c h
l r , o r c lh, a s t l r c c h i l c l r c rpr r o n o t l l l c ee a c hw o r c l '
a n c lt h c r ta s k ss t t r d c n t st o m r r k ev o c a b L r l a r y
crrrclsof thc tvords for sttrclv.Next, she gives
r r c l ef i r r i t i < t rt tr f e a c hw o r c l o r s o t n e t i t r l essh e h : r s
c h i l c l r c ritt c r o t l t a w o r d . S l - r ca l s oc l e s c r i b ecsa c h
worcl irt witvs thrrt lvill liclp the chilclren becotrle
f a n r i l i r r r v i t l . tr l . r c r r .Fri.r l a l l v ,t h e y w r i t e t h ei r o w n
s c n t e r t c crsv i t h t h c w o r d s a n d p l a y t h c c h i l c l r c r r
g a n r c sw i t h t h e t v o r d st o l l u i l c lf l t r c n c y .
G<lto M1'F.clttcrrtirltll.rrb, selectthc trll-ric
"Vocabtrlrrrv,"anclr,vatchtl'rcvitlco entitlccl"An
'i,26 E S LV o c a b L r l a rLy c s s t l t t".
Voc ahul ar y In structi a n (Sec ond ar y)
I n t h c v i d e o ,r w o h i g h s c h < l osl c i c n c et c a c h e r s
delnonstrirtcstrategicsfor tcachi ng v<lclbtrl:rry.
T h e y t r y t o c o n n e c tw o r d s s t r c ha s r l r l . q 3 l a ' ncl
<)wttlives. I-inally, they
parttsiteto thc str"rclents'
t h e
c l i s c u stsh c s t r a t e g i etsh e v a r e t r s i r l ga n d
p L l r p o s eo i t l . r cs t r a t e g i c s .
( i o t o M y F . d u c r r t i t t n l - asbc, l e c t h e t o p i c
"Vrcabulirry," and watcl.rthc-vicletlcrrritled
" V o c a b u l r r r yI n s t r u c t i o n . "
1 . I r r h i s l c s s t i t ti,s M r . ( l r r r l n < ) tne a c h i n l i
s t u d e n t sv o c a b r r l r r r tyh : r t t h e y e h : e a c lkyn < l r v
he
o r i s h c h e l p i n gs t t t d e l r t sc o n s r l l i c l r r t e
r n c i r t t i t r so i f t r m i l r i r rw o r c l s ?W l ' r a tm i g h t l r c
t h e c l i i f er e n c eb c t w c c r t h c t w t l a p p r < l a c h c s ?

in Chaptcr 6, 2 . H o w c l o c st h e t t s e< t fa b s t t r ds e t r t c n c c sc ,i l r
l. Ljsingtl-ret.noclelpresc-ntcd
t o o n s ,a n d c r c r r t i v ew r i t i l l g h c l p s t u c l e n t s
h r t r vr u i g h t y o L rd e v c l t l py o t t r l c s s o t ft o r t h e
? hrt canthc tcacher
w i t l r v o c r r b t t l e r vW
srtt'tte lv<trcisdiffcrcntlY?
l e a r n f r o n r t h i s s t t r c l e nwt r i t i n g ?
2 . W o L r l ct lh i s l e s s o nl r c c l i f f c r c n ti o r o l c ] e r
3 . Why cloes the tcachcrtrl to collllect i1wortl
s t L l c l c n twsh o l r e l l c g i r l n c r si n E n g l i s h
likc ltarasitcttt the stttclcnts'owt.terperi-
l a n g t r a g c i e v leo p m c r l t ?F o r t h o s c w h o r i r e
c n c e? t i T h a ti s t h e v a l t r co f t h i s r . r p p r o a c h ?
i n t e r n t c d i a t ei r r F , r l s l i s hl a r l g u a g ct l ev e l o p - -f
n t e n t ?[ I o w ? 4 . hc stLrclents in theseclasscsrlppcilr to bc
n a t i v c E n g l i s hs p e a k c r sW . < l u l cvl o t t d o i r n l ' -
3. l)cscribc rlctiviticsironl thc viclcotl'rrttYotr F)nglish leartrcrs
thing cliffcrcntly for beginning
nright usewith F.nglishlerrrne rs :rnd trctiviti..:s
if you were terrchirtg, thc sarnc worcls? What
C,ivea riltionalefor your
you nriel.rttrot r.tsc?
abontfor irltcrnlccliatc F . n g l i s l
h e i r r n e rs?
clecisionbascclon infon.niltiorrin Chrrpter6.