There are numerous aspirants who wish to learn english speaking but poor vocabulary is one of the hurdles in their learning process.
This everyday vocabulary covers more than words pdf tha t is more than enough to build vocabulary sections. Lack of vocabulary can cause halting english with improper sense of sentence. For the students who are preparing for the different competitive examinations like SSC, Bank, CAT, MAT it needs to have a good knowledge of english section because it covers english language sections that include passage, antonyms, synonyms and others.
The special part of the book is it is designed in bilingual means it uses hindi and english that is the best thing for the aspirants who face difficulty in english or vice versa. While students may contextually comprehend the general meaning of a text, if they lack understanding of important vocabulary, it is more than likely that their comprehension of the text may suffer. A social studies teacher will recognize their content area, which includes history, economics, and government, just to name a few, contains a myriad of specialized, content specific vocabulary.
Words such as feudal system, veto, prime meridian, Emancipation Proclamation, etc. These are content specific vocabulary words that appear within the context of a social studies classroom. While the Common Core State Standards have brought new light and life into the importance of infusing reading and writing into all content area instruction, the issue remains that such content specific words must be taught by the content teachers.
Science teachers must teach students how to read and write like a scientist; math teachers must teach students how to read and write like a mathematician; and social studies teachers must teach students how to read and write like a historian, an economist, a sociologist, an anthropologist, or a political commentator.
Graves and Watts-Taffe asserted that within the context of school, students may encounter anywhere from 50,, new vocabulary words. Carleton and Marzano identified a more specific number by examining the vocabulary words that were targeted within textbooks for each of the following grade bands: lower elementary, upper elementary, middle school, and high school.
Table 1 shows that the amount of content specific vocabulary words identified by Carleton and Marzano p. The table shows that social studies contains an astronomically high number of vocabulary words when compared to all of the other content areas. Further breakdown in Table 2 shows how the social studies words apply to the specific disciplines within social studies content. While Table 1 and Table 2 may show the number of content specific vocabulary identified within textbooks, the reality for all teachers, including those in social studies, is that there are always additional words that are taught but not identified within textbooks.
The exponential amount of vocabulary words within social studies compared to other content areas sheds light on the challenges facing many social studies teachers. The message is clear that vocabulary is important, and if students are to understand the complex and diverse content that makes up social studies, vocabulary may be a key to unlocking the subject.
Content vocabulary words from elementary, upper elementary, middle school, and high school textbooks. Social studies content vocabulary words from textbooks of the same level as listed in Table 1.
General U. These routines miss the opportunity to engage and motivate students. When students struggle to understand the social studies content, we wonder if it is due to a lack of knowledge or a lack of comprehension due to unknown words.
Literature on vocabulary research and instruction has demonstrated the awareness teachers need to possess regarding the importance of vocabulary word selection and identification, as a starting point towards supporting vocabulary learning Townsend et al. Such literature has offered educators different ways in which to approach vocabulary teaching and learning.
The SWIT selecting words for instruction from text approach identifies that not every word needs close examination and study. SWIT divides words into four categories: essential words, valuable words, accessible words, and imported words Graves, et al.
Another avenue of word study is a derivational approach to content vocabulary in which the focus is on word parts i. While all of these approaches may support the active learning of words through independent vocabulary instruction, we propose that word learning be infused into content instruction, specifically social studies instruction. Students need opportunities to apply their knowledge of new vocabulary words within many contexts beyond their use within the content being taught Vacca et al.
While the strategies we suggest are not necessarily new, we have re- envisioned these activities to support reading, writing, listening, and speaking, as well as to foster creative thinking within a social studies classroom. The premise of explore, practice, and apply is that a focus on vocabulary is not an add-on to content, but rather a natural support of content learning. Our approach begins with frontloading content instruction by providing exposure and opportunities for students to discover words prior to the learning.
Throughout the learning, it is vital to provide opportunities for students to practice. Practice is our second premise that supports students with opportunities to play with words throughout the learning experience. Practice not only supports immediate use, but it also counteracts any misconceptions that may occur. We anticipate a follow-up to this paper with strategies to help students apply their knowledge.
While there may be connections to assessments via the explore and practice components noted within this article, we view the apply strategies as the strongest connection to assessments and look forward to sharing more with educators.
The three strategies within this paper that explore and practice with social studies vocabulary are Semantic Feature Analysis, Word Sort- Concentration, and Semantic Maps. While these strategies are not new, they have been re-envisioned to provide opportunities for students to explore and practice vocabulary at a deeper, more meaningful level.
Semantic Feature Analysis Semantic Feature Analysis SFA is a strategy that is widely taught in many colleges of education and used by many content area teachers in classrooms.
While an SFA may be utilized as a checklist of sorts, this strategy has the possibility of being implemented beyond its current use. In this capacity, the SFA is a useful diagnostic tool, however, we have come to the realization that the SFA could be utilized beyond this initial exposure. We believe an SFA can be re-envisioned and used as a tool to promote vocabulary practice, as well as vocabulary exploration.
Marco Polo No No No? Francisco Pizarro? A unit of study may begin with the teacher passing out a blank version or a digital version of the SFA. Students fill in the diagnostic assessment based on prior knowledge and exposure to the words and concepts.
Following this traditional use, this tool could be continually used throughout the learning. Once each student has completed the SFA, the teacher could allow students to partner up and discuss the concepts on the SFA.
By giving the opportunity to discuss and change their responses if desired, it provides students with an additional dimension of discussion and interest, enabling them to see that the SFA is a tool that can be adjusted and used to support their learning.
Our experience during this step has shown that as students are sharing their SFAs, they ask and share their initial understanding of the concepts on the SFA, and address any initial misconceptions they may have. Because space is limited on the SFA, students will need to capture the most important information as they summarize and condense to fit within the confines of the space.
Whether physically or digitally, notes should be placed directly into the SFA boxes, creating layers, e. Additionally, if a student makes an error, notes can easily be removed and revised see Table 4 below. Maybe Yes? Additionally, if a student makes an error, notes can easily be removed and revised see Table 4.
We have experienced that even our most reluctant learners were willing to interact with their SFA. Not only due to the use of mini sticky notes, but because the amount of space was non-threatening, not to mention how easily mistakes and misconceptions could be amended when they occurred.
In this way, the SFA has the capacity to serve as both a formative and summative tool, moving far beyond the initial exploration usage. Word Sort - Concentration Word sorts are not new. Teachers have utilized word sorts as a tool to teach phonics and other concepts for many years. Bear, Invernizzi, Templeton, and Johnston have made the case that word sorts can provide students with a strong foundation for learning, and have developed a wide array of different word sort options such as open sorts, closed sorts, speed sorts, thematic sorts, and so on.
We believe in the power of word sorts! While word sorts can provide initial exposure to vocabulary words, i. A teacher may begin by providing students with cards containing one vocabulary word per card. Allowing students to first sort the words into categories, then coupling it with a Concentration aka.
A typical vocabulary scenario in a social studies classroom may begin with a teacher who strives to activate schema by giving students a physical or digital list of vocabulary words at the beginning of a unit. Figure 1 is an example list of vocabulary words selected from a 7th grade social studies textbook on Ancient Greece.
This textbook was randomly selected, and the words could have been from any unit of study - but in this case, it is on Ancient Greece. Figure 1. Students begin by first being exposed to the words.
Whether the teacher pre-plans and has the word cards cut or has the students cut out the cards, the process begins with this initial exposure to the vocabulary words. After sorting the words into categories, the students explain aloud their justification for their categories.
Since this is the initial exposure, the teacher should not be concerned with students getting it right — keep in mind that these are the words that will be learned in this upcoming unit. Since many of the words may be unfamiliar, our experience has been that some groups will organize words into categories such as People, Places, and Things or Words that Sound Alike.
While this open sorting scenario is effective for activating prior knowledge and providing students with an initial exposure to the important vocabulary words that will appear within the upcoming unit, it is our belief that the word cards can be extended beyond this preliminary open sorting activity.
We have found that snack size bags work best for our purposes. The teacher then proceeds with implementing the first lesson i. Often this will be vocabulary words. To take the idea of word sorts to the next level, the teacher would then provide the students with additional blank cards that are similar in size to the word cards. For example, Figure 2 shows the seven word cards and seven blank meaning cards.
In this example, for the word peninsula, the student may have written, land surrounded by water on three sides, as the matching meaning.
The student would proceed to write the definition for each vocabulary term. Once each word card has a matching definition, the teacher can take it to the next level by having students use the word and definition cards in a quick and simple game, commonly known as Concentration aka. Concentration is a game in which all cards are turned face down.
The players take turns turning two cards over, looking for a match. In our case, for the unit on Ancient Greece, the students would match the seven word cards with the seven meaning cards — looking for the word peninsula with the meaning. This is a quick and effective game for students to build upon their prior learning.
With each passing day, additional word cards and definition cards are added to the game, e.
0コメント