Vocabulary: ClassificationVocabulary: Classification
Explain to students that categorizing words can help them think about how words are related. Point out that categorizing is more helpful than trying to memorize a random list of words.
When students learn new words, have them look for similarities and place them into categories.
By placing words into categories you can better remember their meanings. Categorization is a strategy that can help you learn new words in any subject.
LA. A. 1.2.3LA. A. 1.2.3
The student uses simple strategies to determine meaning and increase vocabulary for reading, including the use of prefixes, suffixes, root words, multiple meanings, antonyms, synonyms, and word relationships.
ObjectiveObjective
Students classifying vocabulary words by relating them to other words with similar meanings or related groups.
TASTE COLORS CAREER WORDS
bitter indigo designer
sour crimson ambassador
delectable ivory employ
tangy teal geologist
violet professional
Teach Students the Meanings of Specific Words
300-400 new word meanings can be taught per year through direct instruction. This is a significant proportion of the words that students who are at risk will learn. (Stahl & Shiel, 1999)
Select words to teach that are important for understanding text.
Words that students will encounter often, functionally important words.
Use both context and definitions
Find a synonym or antonym
Classify the word with other words
Relate the definition to one's own experiences
Give multiple exposures
Key WordsKey Words
The word _______ probably means…
__________ is a kind of …__________ is a synonym for …__________ means the opposite of…
The Frayer ModelThe Frayer Model
Example:fieldprairiepasture
Nonexample: mountain ocean tundra
Definition:A grassy area often used for growing hay
Other connecting information: The meadow that
meadow
Semantic Feature AnalysisSemantic Feature Analysis
This strategy effectively teaches vocabulary by activating prior knowledge and classifying new words by their features. A matrix is created with vocabulary words that have similarities on the left-hand side, and features of those words at the top of the matrix.
Hierarchical ArraysHierarchical Arrays
Heirarchical Arrays help students understand how words are related to each other and show the relationships among word meanings. A sample
hierarchical array is shown below.
ExampleExample
Item TypeItem Type
Multiple Choice Sample
Which words from the story have almost the same meaning?A. Complained, wonderedB. Passed, waitedC. Puffed, poppedD. Watched, looked
Word PartsWord Parts
affixes (prefixes and suffixes), base words, and word roots.
AffixesAffixes
word parts that are "fixed to" either
the beginnings of words (prefixes) or the ending of words (suffixes). The word disrespectful has two affixes, a prefix (dis-) and a suffix (-ful).
Base wordsBase words
words from which many other words are formed.
For example, many words can be formed from the base word migrate: migration, migrant, immigration, immigrant, migrating, migratory.
Word rootsWord roots
words from other languages that are the origin of many English words. About 60% of all English words have Latin or Greek origins.
Third Grade FCATThird Grade FCAT
Distractors may include, but not limited to the following:• Incorrect meanings of words or phrases• Correct meanings of words or phrases that do not fit the context• Words with construct similar to correct
response (e.g. same prefix)• Incorrect interpretations of contractions
Fourth GradeFourth Grade
Distractors may include, but not limited to the following:Incorrect meanings of words or phrasesCorrect meanings of words or phrases
that do not fit the contextWords with construct similar to correct
response
Fifth GradeFifth Grade
Distractors may include, but not limited to the following:Incorrect meanings of words or phrasesCorrect meanings of words or phrases
that do not fit the contextWords with construct similar to correct
responsePlausible but incorrect responses based
on the text
Response AttributesResponse Attributes
Items assessing antonyms should not include synonyms as distractors; similarly, items assessing synonyms should not include antonyms as distractors.
