TESTING VOCABULARY KNOWLEDGE FOR DEMO.pptx

teaching English in the Elementary Grades

1. TEACHING ENGLISH IN THE ELEMENTARY GRADES (through literature) Prepared By: Lerramie J. Bato

2. TESTING VOCABULARY KNOWLEDGE

3. Learning Targets At the end of this lesson, you are expected to: Describe the different types of vocabulary knowledge tests; Determine the appropriate use of a vocabulary knowledge test, and Construct varied types of vocabulary knowledge tests.

4. TESTING VOCABULARY KNOWLEDGE

5. Assessing language learners' vocabulary is essential as an adequate vocabulary can make the language learners communicate better with others and can lead them to better success in their academic studies. It is important that learners are taught how to accumulate a strong vocabulary. I NTRODUCTION

6. Experts (Madsen, 1983; Read, 2000; Hughes, 2003; Nunan , 2015) mentioned that vocabulary assessment determines the amount of words learners could understand from what is either read or heard. THINK

7. The following vocabulary tests address these varied concerns: Vocabulary Recognition Tests-These tests measure the receptive vocabulary and the vocabulary breadth of the learners . 2. Productive Tests- These types of tests assess the productive vocabulary and vocabulary depth of the learners.

8. Vocabulary Recognition Tests Picture Cues Finding the Odd One Out Mother-Tongue Equivalents Knowledge of Opposites Prefix-Word Combination Yes/No Questions

9. a. Picture Cues- refer to visual clues or hints provided in the form of images or pictures to aid understanding or recall of information.

10. Dog

11. b. Finding the Odd One Out- The learners study a group of words, one of which is much different and does NOT belong to the group. They either underline or encircle the odd word.

12. Set of Items: Apple, Banana, Orange, Carrot Criterion : Type of Food Apple, Banana, Orange (fruits) Carrot (vegetables)

13. Directions: Underline the odd word out: dog chair cat zebra lion sing run jump table drive

14. c. Mother-Tongue Equivalents -The learners are asked to give or write the English equivalent of words in their mother tongue.

15. Directions: I give you a word in your mother tongue. Write its English equivalent. malipayon midagan naghilak pinangga malayo

16. d. Knowledge of Opposites -The learners are challenged to connect lines that show words with the opposite meaning.

17. Directions: Study the words in the first column and find the words in the second column that are their opposites in terms of meaning. Draw a line to connect the two words. Strong Expensive Slow Weak Cheap Fast

18. e. Prefix-Word Combination-The learners are asked to combine the appropriate prefix to be connected to a word to produce a new word.

19. Directions: Study the prefixes in Column A, then find the words in Column B that could be combined with them to produce new meaningful word. Column A Column B Mis happy Re like Pre appy Dis school Un place

20. f. Yes/No Questions - This test requires the learners to demonstrate appropriate knowledge of the word. Two questions answerable by Yes or No are asked to the learners. Both questions should be correctly answered.

21. Example: Do runners run on a track? Do trains run on the same track?

22. 2. Productive Tests a. Word Associates b . Sentence Completion c . Definitions d . Cloze Test e . Getting the Meaning of Words through Context Clues

23. a. Word Associates This test measures the ability of the learners to produce words that are suggested by the descriptions used as cues to the desired word .

24. Directions: Find out from the group of words those that go with or are associated with the given word. Circle these words. SONG b ank composer brand melody grammar bag sales singer pencil chorus

25. b . Sentence Completion This test requires the learners to complete a sentence using ideas and vocabulary that fit the context.

26. Directions: Supply appropriate information or detail to complete a meaningful sentence. I get excited when _____________________________. When dogs bark ___________________________.

27. c. Definitions Learners are tasked to define a term or concept. The more details or attributes they could give about it, the richer is their vocabulary.

28. Directions: Give details or attributes of the term or concept to define it. Cat is a__________________________________. Rice is a _________________________________.

29. d . Cloze Test assesses the learner's skill in understanding meaning through written context and determining the word that has been deleted from a passage to complete the whole. The richer the vocabulary of the learner, the more successful he/she is in doing the task.

30. Example : Original Text: "The quick brown fox jumps over the lazy dog." Cloze Test: "The ______ brown ______ jumps ______ the ______ dog."

31. To construct this type of test, teachers adhere to the following guides: a. Select a text that is interesting to the learners. b. Keep the first and last sentence of the selection intact. No word deletion will be made. c. Determine what type of format to use. It could be any of the following:

32. 1. Fixed ratio cloze- the deleted word to be restored comes every after a statistically predetermined number, like removing every seventh word in the text. The interval for lower elementary grades should be farther (every fifth to the seventh word) and closer (every third or fourth word) for higher grade levels. The farther the word deletion, the easier is the test. The words deleted could be either content words or function words.

33. Once upon a time, a farmer had three sons. The farmer was rich ……… had many fields. When ……… farmer was dying, he ……… his three sons to ……… . “I have left you ……… which will make you ………”, he told them. “But ……… must dig in all ……… fields to find the ……… where the treasure was ………”. After the old man ………, his three lazy sons ……… out into the fields. ……… began to dig. “I’ll ……… the first to find ……… place where the treasure ……… buried”, cried the eldest ……… . “That’s the field where ……… father put the treasure”, ……… another son. The three ……… dug all the fields ……… several years, but they ……… no treasure. However, many ……… grew in the fields ……… the sons had dug. The vegetables made them very rich.

34. "Once upon a time, a farmer had three sons. The farmer was rich and had many fields. When the farmer was dying, he called his three sons to him . 'I have left you something which will make you wealthy ,' he told them. 'But you must dig in all the fields to find the spot where the treasure was buried .' After the old man died , his three lazy sons went out into the fields. They began to dig. 'I’ll be the first to find the place where the treasure was buried,' cried the eldest son . 'That’s the field where our father put the treasure,' said another son. The three sons dug all the fields for several years, but they found no treasure. However, many vegetables grew in the fields where the sons had dug. The vegetables made them very rich."

35. 2. C test-It assesses global language proficiency, which requires learners to use context to determine the missing half of the words.

36. Once there was a merchant family who owned a dog and a donkey. One night, when t__ owner o_ the ho___ was fa __ a sleep i _ his b__, a th ___ broke in___ the ho___ to st ___ some o_ the own___ possessions. Th _ donkey w__ saw th _ thief, wo __ the d__ up a__ said, “H_! Look! Th ___ a th ___ in t__ house! W__ don’t y__ bark a__ wake t__ master u_? “ Why should I care about our master?” the dog replied.

37. "Once there was a merchant family who owned a dog and a donkey. One night the owner of the house was fast asleep in his bed , a thief broke into the house to steal some of the owner's possessions. The donkey who saw the thief , woke the dog up and said, 'Hey! Look! There's a thief in the house! Why don’t you bark and wake the master up?' 'Why should I care about our master?' the dog replied."

38. e. Getting the Meaning of Words through Context Clues - Learners ' ability to use the surrounding words as clues to meaning is also a test of productive vocabulary.

39. Directions: Give the meaning of the underlined word as it is used in the sentence. Mother offered my elder brother to help in paying the hospital expenses of my nephew, but he declined. A. Accepted B. Rejected C. welcomed D. Rejoiced

40. ACTIVITY Directions: With the knowledge you gained, perform the following tasks. Make two vocabulary recognition types of test, one for the primary level and the other for intermediate grade level. Include the directions and construct at least two items each type. Construct two Productive vocabulary tests. Give the directions.