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TEACHING VOCABULARY: Chapter 2

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TEACHING VOCABULARY: Chapter 2

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TEACHING VOCABULARY

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Evelyn Arévalo
Evelyn Arévalo
Ecuador

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TEACHING VOCABULARY: Chapter 2
 

TEACHING VOCABULARY: Chapter 2Online version

TEACHING VOCABULARY

by Evelyn Arévalo
1

What are the three levels of word knowledge in Janet Allen's model shown in Figure 1.1?

2

Why is context alone often unreliable for learning word meaning, according to the text?

3

Which type of contextual clue helps predict meaning beyond a single sentence, as described?

4

What is the purpose of Figure 2.4 in the chapter?

5

Name one of Nagy’s three properties of effective vocabulary instruction mentioned in the text.

6

In the Longer Contexts section, what kind of reading activities support word learning?

7

What distinguishes ‘concept-based vocabulary instruction’ from simple definitional teaching?

8

What does Adams and Cerqui’s approach help determine?

9

According to the text, what should teachers do with words with rich context vs lean context?

10

What is the overarching goal of the vocabulary strategies discussed in Chapter 2?

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The model shows three levels: verbal association, partial concept knowledge, and full concept knowledge.

Lean contexts provide insufficient information; richer context helps learning.

Semantic and syntactic cues help predict meaning across larger text.

Figure 2.4 outlines strategies fluent readers use to attack unknown words.

Nagy emphasizes integration, repetition, and meaningful use.

A balance of read-alouds, shared, and guided reading supports word growth.

Concept-based instruction links words to deeper concepts and real contexts.

Their approach helps identify words needing explicit instruction.

Separate lists: lean-context words need explicit instruction; rich-context words can be referenced during reading.

The aim is to connect words to meaningful use across reading, writing, and talk.

 
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