Vocab4.docx
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Vocab4
Grade4
NationalVocabularyList
Introduction
UniqueFeaturesofthe4thGradeVocabulary
TeachingStrategies
Grade4NationalVocabularyList
(800+NewWords)
ByReadingK/TampaR
ToorderotherGradeLevelVocabularyLists–visit
GRADE4INTRODUCTION
Welcometothe4thGradeNationalReadingVocabularyList
Thefollowinglistcontainsallnewwordsastudentshouldhavememorized
bytheendofGrade4.
IMPORTANCEOFSUFFICIENTVOCABULARY
WebelievethisGrade4VocabularyListtobethemostuniqueandefficientreadingvocabularylistdevelopedforupperelementarylevelstudents.Asresearch(andcommonsense)showsreadingcomprehensionfunctionsatpeakefficiencywhenvocabularyandfluencyarepresent,itisimperativethesewordsbememorizedcompletely.Whenthisisachieved,comprehensionofupperelementaryreadingmaterialandstandardizedtestquestionswillimprovedramatically.Thereareatotalofover800newwordsintroducedinthis4thgradevocabularylist(includingheadingtitles)andisdesignedasacontinuationfromourGrades1-3ReadingVocabularyListswhichcontainthe2000MostCommonReadingWordsusedinaveragereadingmaterial.
HOWFASTCANCHILDRENLEARNNEWWORDS
Ifastudentcanmasterthislist(alongwithour2000+VocabularywordsintheGrade1-3List)allacademicareaswhichrequire4thgradelevelreadingskills,includingstandardizedtests,willimprovemarkedly.
Itisimportanttomaintainthepaceofatleast7wordsperday-28wordsperweek(FridayisReview/Test Day)toadvanceatthepacenecessarytokeepupwithgradelevelprogress.Allofthewordsinthislisthavebeenorganizedalongthisformatof7wordsperday–28perweek.
Thenumberof"7perday"isusedasourexperiencehasshownthistobethemaximumnumberofwordswecanexpectanaverage4thgradestudenttoretainonadailybasis.Wehavealsodividedthewordsintofour"9week"sections,(typicallythetimeforonereportcardgradingperiod).Thiswillprovideanorganizedformatforteachersiftheywishtoincludethisaspartofthestudent'sNineWeekReadingGrade.The800+newwordsincludedinthislistwereselectedaftercarefulanalysisof4thgradelevelreadingmaterialsandstandardizedtests.Their"frequencyofuse"followsthewordsusedinour1st-2nd-and3rdGradeVocabularyLists.
UniqueFeaturesofthe4thGradeVocabularyList
Therearetwomajordifferencesyou’llnoticeimmediatelywiththe“TampaReads”VocabularyProgramincomparisontoothervocabularyprograms.Thisincludesdifferencesinthenumberofwordsintroducedandhowthewordsareorganizedforstudy.Thesearebothdescribedbelow:
MEMORIZINGTECHNIQUE#1–Don’tOverwhelm
Mostvocabularyprogramsintroducealltheirwordsatonetime.Thisprocedureactuallyslowsthememorizationprocessbyliterallydeliveringtoomuchinformationtothebrainatonetime.Althoughourprogramintroduces28wordsinoneweek,ourstrategyisnottointroduceall28wordsatonce,rather,wehavefounditismuchmoreefficienttoteach7vocabularywords–committhesetomemorizationusingspecialtechniques–andonlythenintroduceanothersetof7words.Therefore,thestudentwilllearnsevenwordsforMonday–sevenforTuesday–sevenforWednesdayandsevenforThursday.Fridayisa“Review”and“Test”day.
MEMORIZINGTECHNIQUE#2–CreateInterestintheWords
Anotherpowerfulmemorizingfeatureusedwiththislistisorganizingwordsintorelatedcategoriesofimportantsocialandacademicareas.Forexample,beloware3examplesofthe"DailyWord"categorieswe'vedeveloped:
Qualitiestomakefriends
Dowhenintrouble...
Thingsyoucanmeasure
1.helpful
2.caring
3.generous
4.sincere
5.share
6.compassion
1.truthful
2.admit
3.learn
4.listen
5.polite
6.eyecontact
1.weight
2.length
3.volume
4.temperature
5.distance
6.time
Someoftheotherdailycategoriesinclude–
Opinionsothershaveaboutyou-Advantagesoflearningtoread-descriptivetermsfor-shape-size-intensity-attractiveness-emotions-frequencyandmuchmore.Byorganizingthevocabularywordsintocategoriessuchasthese,wegreatlyexpandthelearningpotentialandsetuptheenvironmentforexcellentfollow-updiscussionsintheclassroom(orhome)thatwillreinforcethewordsandconceptsbeingtaught.Thisnotonlyacceleratesthelearningrate,butalsomakesforsomeratherinterestinggroupdiscussions.SometimesweincludeeasierwordsthatwerepreviouslytaughtonourGrade1-3list.Thisisonlydoneifwefeelthewordwouldbebeneficialforthecategoryorwasa“difficult-to-learn”3rdGradeword.
TechniquesForTeachingVocabularyEfficiently
Thereareseveralteachingtechniquesthattheteachercanusewhichresultinagreatlyimprovedlearningrateforthestudent.Beforeexplainingtheseingreaterdetail,belowarethesevenstepsinvolved.
1)TeachingPhase
2)GroupPracticePhase
3)RecognitionMemoryTest
4)PracticeWorksheet#1–(Usedtoreinforcethe“justintroduced”words)
5)TimeDelayofseveralhours
6)ReviewWords–PracticeWorksheet#2
7)SentenceWritingWorksheet(eitherdoneinclassor(evenbetter)-asahomework.assignment)
(Theaboveworksheetswillbemadeavailableoverthecomingmonthsfrom)
7StepsToAcceleratedVocabularyMemorization
STEP1–TEACHINGPHASE
Placetheday’swordsfromtheclassroomreadingwallsomewhereinthefrontoftheclasswheretheycanbeseenbyeveryone.Thefirstthingweneedtodoisgeteveryone’sattentionbyofferingthemasmallchallenge,sogoaheadandaskaquestionsimilartotheonebelow:
“Cansomeonefigureoutsomeofthesewordsandsaywhatcategorytheyarein?
Onceyougetthecorrectanswer,givethemalittlepraiseandbrieflydiscusssomethingofimportanceorinterestaboutthecategory.
Thenextstepoftheteachingphaseistoteacheachwordoneatatime.Thekeyhere,however,isnottosaythewordimmediately–wewanttogetthestudent’sinvolved.Ifyouaskforsomeonetotellyoutheword,you’llonlygetthetopstudentsraisingtheirhand.Theimportantpointtorememberhereistostressthephonicsclues(hopefullylearnedpreviously)whichcanbeusedtohelpthem“sound-out”theword.Onceyou’vejoggedtheirmemorieswithafewphonicscluesyou’llbesurprisedathowmanymorestudentsnowraisetheirhands.Continuethisprocessthroughallthewords.Thewordshavenowbeen“planted”inthestudents’shorttermmemories.Atthispointitisoftenworthwhile(andfun)toreviewthewordsagainandtakeafewmomentstodiscussmoreaboutthecategoryandanytopicsofrelatedinterest.
STEP2-GROUPPRACTICE
Inthisstepyoubeginpracticingthewordsyouhavejusttaught.
Oneofmyfavorite“first”techniques(andthestudent’sfavoritetoo)intheGroupPracticePhaseiscalled“Boo-BooCatcher”.Infact,ifIjustsaythisinclassitusuallyrustlesupafewlaughs.It’saverysimpleprocessbutgeneratesextremeconcentrationfromthestudents.Here’showitworks:
1)Studentsplaceboththeirhandsflatontheirdesk.
2)Ibegincallingouteachwordslowly–pausing5secondsbetweenwords
3)WhenIcometooneofthewordsIsayitincorrectly(justslightlyoff)
4)Thestudentsthenraisetheirhandiftheyheardmymistake.
5)Icallononeofthefirstfivestudentswhoraisedtheirhands.
(Wehavetogivesomeassistancetothosewhoaren’tquiteasquick).Ifthestudentsaysthewordcorrectly-offerabitofpraiseandcontinuethroughthelist.
Afteryouhavedone“Boo-BooCatcher”for3-5minutes-askthequestion–
“Doesanyoneherethinktheycansayallwordsfromtoptobottomwithoutmakingonemistake?
”Withthepracticewe’venowdoneuptothispointyouaresuretogetafew“takers.”
STEP3–PASSOUTTHEVOCABULARYBUILDINGWORKSHEETTheseworksheetsareofferedfreeforthefirsthalfoftheyearontheTampaRwebsiteunderourVocabularyBuildingsection(theiconshowingtheschoolwithmuscles).Worksheetsfortheentireyearareavailableat1-RECOGNITIONMEMORY /DEFINITIONCLUETEST
Thefirstskillinthisworksheetusesatechniquecalled“RecognitionMemory”andcanbedonebytheteacheror(somedaysoon)bytheaudioandvideohelpwe'llbelinkingtofromtheworksheets.Simplystated,RecognitionMemoryistheprocessofaskingaquestion–butgivingseveralchoicestolimittheamountof“search”thechildhastodotorememberthecorrectanswer.Here’showitworks:
AftertheteacherpassesoutthecorrespondinglessonVocabularyBuildingworksheet,theteacherbeginstheSkill1exercisebyprovidingadefinitioncluetohelp"jog"thestudent'smemory. Forexample,ifthewordwas“mattress,”theteachercouldsay-"Whichwordmeanssomethingyousleepon?
”Studentsverymuchenjoythechallengeoftheseriddles.Theteacherthengivestheclassabout30secondstofindandwritetheword.(Thinkaboutwhatprocessesareactuallygoingoninthechild’smindatthismoment–theyaretryingtofirstanswerthequestionandthenwillsearchthroughthewordsontheworksheettofindamatchbasedonphonicsandphonemicawarenessskills.Inotherwords–lotsofconcentrationandrepetition).Afterabout30seconds,theteacherthensaystheactualword(tohelpthosestudentswhocouldn’tfinditusingthedefinitionclue).
SKILL2–SCRAMBLEDLETTERS
AftercompletingtheRecognitionMemory/DefinitionCluetest,theSkill2ontheworksheetiscalled“LetterSoup”–sometimesreferredtoas“ScrambledLetters.”Thisisaneasytocompleteactivitywhichthestudentsalsoenjo