vocabularydevelopment-250807131528-c95e2653.pptx

Early Language Literacy and Numeracy

1. Presented by: RODOLF JOHN T. RODRIGUEZ, PhD EPS - CLMD, DepEd Region IX Upskilling of Region and Division Reading Supervisors/Coordinators on the Early Language Literacy and Numeracy (ELLN) with Focus on the Science of Reading (SOR)

2. Upskilling of Region and Division Reading Supervisors/Coordinators on the Early Language Literacy and Numeracy (ELLN) with Focus on the Science of Reading (SOR) Session 6: V ocabulary D evelopment Rodolf John T. Rodriguez, PhD Education Program Supervisor CLMD, DepEd Region IX Presented by: RODOLF JOHN T. RODRIGUEZ, PhD EPS - CLMD, DepEd Region IX DEPARTMENT OF EDUCATION 2

3. TERMINAL OBJECTIVE At the end of the session, the participants should be able to deepen their understanding of developing vocabulary according to learner’s level. Presented by: RODOLF JOHN T. RODRIGUEZ, PhD EPS - CLMD, DepEd Region IX DEPARTMENT OF EDUCATION 3

4. ENABLING OBJECTIVES Identify other tools and strategies in unlocking of words and concepts; and 4 Write a work plan on developing the vocabulary skills of learners 5 focusing Presented by: RODOLF JOHN T. RODRIGUEZ, PhD EPS - CLMD, DepEd Region IX DEPARTMENT OF EDUCATION 4

5. ENABLING OBJECTIVES 1 Describe the importance of vocabulary development; Explain the nature and principles of vocabulary development strategies; Discuss the principles that underpin the assessment of vocabulary; 3 2 Presented by: RODOLF JOHN T. RODRIGUEZ, PhD EPS - CLMD, DepEd Region IX DEPARTMENT OF EDUCATION 5

6. Presented by: I. Activity True or False RODOLF JOHN T. RODRIGUEZ, PhD EPS - CLMD, DepEd Region IX

7. Presented by: IS THE STATEMENT TRUE OR FALSE? Red – FALSE Green – TRUE This Photo by Unknown Author is licensed under CC BY- NC RODOLF JOHN T. RODRIGUEZ, PhD EPS - CLMD, DepEd Region IX

8. IS THE STATEMENT TRUE OR FALSE? 1. Communicative approach does not emphasize vocabulary building. The learner gets ample opportunities and knows the social meaning of language Source: (Long and R ic ha r d s , P r e s 2 e n t e d by: 07) RODOLF JOHN T. RODRIGUEZ, PhD EPS - CLMD, DepEd Region IX

9. IS THE STATEMENT TRUE OR FALSE? 2. A person who wants to learn a vocabulary will have to learn new sounds and new structures. has its own and sound system system Each language of vocabulary, of language differs from language to language depending upon the culture to which a language b el on g P r es e s n ted b y : . Source: (Long and R i c h a R O r D O d L F s J O H , N T 2 . R O D R I G U 7 E Z , ) PhD EPS - CLMD, DepEd Region IX

10. Presented by: RODOLF JOHN T. RODRIGUEZ, PhD IS THE STATEMENT TRUE OR FALSE? 3. In the teaching of reading, be vocabulary should uncontrolled. Vocabulary should be kept under control. Vocabulary should be taught and practiced only in the real will situations so that be clarified and context of meaning reinforced. Source: (Long and Richards, 2007) EPS - CLMD, DepEd Region IX

11. Presented by: RODOLF JOHN T. RODRIGUEZ, PhD IS THE STATEMENT TRUE OR FALSE? 4. Most of the strategies practiced in teaching beginning reading are focusing on the vocabulary development. Vocabulary is the smallest unit learners need to know in order to use the target language properly. Learners must attain a certain level of vocabulary knowledge in order to understand the written and spoken forms of the target language. (Source: Ngan- ha, 2007; Deighton, 1971; Kurniawan, 2009; Milton, 2008; Seville, 1976). EPS - CLMD, DepEd Region IX

12. IS THE STATEMENT TRUE OR FALSE? 5. Vocabulary is the first and foremost important step in language development. In a classroom where students are not finding themselves comfortable with L2, language learning can be made interactive and interesting with the introduction of appropriate vocabulary exercises. Source: (Long and Richards, P 2 r es e n te d b y : 7) RODOLF JOHN T. RODRIGUEZ, PhD EPS - CLMD, DepEd Region IX

13. Presented by: IS THE STATEMENT TRUE OR FALSE? 6. Teacher Aisha Lizza of Diplahan Central Elementary School teaches vocabulary items primarily by translation. She imparts either a list of words with their translation at the lesson's beginning or the content's translation with new terms or glossaries at the very end. RODOLF JOHN T. RODRIGUEZ, PhD EPS - CLMD, DepEd Region IX

14. Presented by: RODOLF JOHN T. RODRIGUEZ, PhD IS THE STATEMENT TRUE OR FALSE? This is an erroneous practice as it leads to a state of confusion for the learners. On the teaching skills of vocabulary items, Frisby (1957) commented that all the books we use are based on limited vocabularies. It is important that teachers know the principles which underlie vocabulary selection.” (Source: Frisby (1957) EPS - CLMD, DepEd Region IX

15. Presented by: RODOLF JOHN T. RODRIGUEZ, PhD IS THE STATEMENT TRUE OR FALSE? 7. Sir Sam lets his students listen to the word in isolation and a sentence. The students will hear it correctly with two or three repetitions if they have mastered the word sounds. EPS - CLMD, DepEd Region IX (Source: (Robert Lado: 121)

16. Presented by: IS THE STATEMENT TRUE OR FALSE? Careful listening to the words may be a good option in teaching vocabulary items in a heterogenic classroom. Slow pronunciation without distortion will help. Breaking the word into parts and building up to the whole word will also be helpful. (Source: (Robert Lado: 121) RODOLF JOHN T. RODRIGUEZ, PhD EPS - CLMD, DepEd Region IX

17. Presented by: IS THE STATEMENT TRUE OR FALSE? 8. Teacher Roa Francisco uses selected and integrated vocabulary activities. She teaches vocabulary development depending on the learners’ ability, level of understanding, and interest. Moreover, Teacher Roa enriches the vocabulary bank of her pupils on a gradual RODOLF JOHN T. RODRIGUEZ, PhD EPS - CLMD, DepEd Region IX interest and enthusiasm in finding, learning, basis. As a result, her students have shown keen and understanding new work. Is Teacher Roa an effective teacher in developing the vocabulary of students? (Source: (Robert Lado: 121)

18. Presented by: RODOLF JOHN T. RODRIGUEZ, PhD IS THE STATEMENT TRUE OR FALSE? Although, there is no surefire remedy or method to enhance vocabulary in a day or two but vocabulary activities can be integrated upon the ability and level of understanding and interest of learners. EPS - CLMD, DepEd Region IX Source: (Long and Richards, 2007)

19. Presented by: RODOLF JOHN T. RODRIGUEZ, PhD II. Analysis Which of the statements/situations were aligned with your schema about vocabulary development? Why do you say so? Did you need clarification with your answers from the activity? How did you manage to arrive at the correct answer? If you were to give one principle or characteristic that a teacher has to consider in teaching vocabulary, EPS - CLMD, DepEd Region IX what is it, and why is it essential?

20. Presented by: RODOLF JOHN T. RODRIGUEZ, PhD EPS - CLMD, DepEd Region IX III. Abstraction LATIN MEDIEVAL LATIN vocabulum vocabularius ENGLISH vocabulary vocable mid 16 th century A. Etymology of

21. Presented by: RODOLF JOHN T. RODRIGUEZ, PhD Defining Vocabulary A vocabulary is a set of familiar words within a person’s age. It serves useful tool language. It is developed with and for and acquiring fundamental communication knowledge. EPS - CLMD, DepEd Region IX

22. Presented by: RODOLF JOHN T. RODRIGUEZ, PhD Defining Vocabulary The term ‘ vocabulary ’ is defined as 'the body of words used in a particular language'. It is also called ‘wordstock’, ‘lexicon ’, and ‘ lexis ’. Vocabulary consists of the words we understand when we hear or read them and words we speak or write. EPS - CLMD, DepEd Region IX

23. Presented by: RODOLF JOHN T. RODRIGUEZ, PhD EPS - CLMD, DepEd Region IX Presented by: RODOLF JOHN T. RODRIGUEZ, PhD EPS - CLMD, DepEd Region IX 2k- 3k words a year Students add these words a year to their reading vocabularies. This means that they learn from six to eight new words each day— an enormous achievement. Source: Promoting Vocabulary Development: Components of Effective Vocabulary Instruction, Texas Reading Initiative (2000) THINK ABOUT THIS…

24. The Importance of Vocabulary Source: (Heibert and Kamil, 2007) Beginning readers use their oral vocabulary to make sense of the words they see in print. RODOLF JOHN T. RODRIGUEZ, PhD EPS - CLMD, DepEd Region IX Knowing words and language usage are basic to success in school and in society. Word empowerment enables individuals to speak, read, and write with confidence and effectiveness. A large vocabulary is an asset to readers; those who know many words are more likely to comprehend what they read. Presented by:

25. Presented by: The vocabulary size is a strong predictor of reading comprehension. (Source: (Heibert and Kamil, 2007) The fact is… RODOLF JOHN T. RODRIGUEZ, PhD EPS - CLMD, DepEd Region IX

26. D. Vocabulary Learning Presented by: RODOLF JOHN T. RODRIGUEZ, PhD EPS - CLMD, DepEd Region IX Presented by: RODOLF JOHN T. RODRIGUEZ, PhD EPS - CLMD, DepEd Region IX Most of the strategies practiced are usually focusing on the vocabulary learning because it is the smallest unit learners need to know to use the target language properly (Ngan- ha, 2007; Deighton, 1971; Kurniawan, 2009; Milton, 2008; Seville, 1976). Learners must attain a certain level of vocabulary knowledge in order to understand the written and spoken forms of the target language (Ngan- ha, 2007). Vocabulary is ‘the core component of all the language skills’. Thus failure to gain an adequate vocabulary can give negative consequences to communication, (Long and Richards, 2007).

27. 5,000 - 10,000 words number of learners know The vocabulary when they enter Kindergarten. Source: (Quick & Essay, 2020) THINK ABOUT THIS… Presented by: RODOLF JOHN T. RODRIGUEZ, PhD EPS - CLMD, DepEd Region IX Presented by: RODOLF JOHN T. RODRIGUEZ, PhD EPS - CLMD, DepEd Region IX

28. It’s COLLAB TIME! Presented by: RODOLF JOHN T. RODRIGUEZ, PhD EPS - CLMD, DepEd Region IX Presented by: RODOLF JOHN T. RODRIGUEZ, PhD EPS - CLMD, DepEd Region IX

29. Directions: Match the principles with the description. Presented by: RODOLF JOHN T. RODRIGUEZ, PhD EPS - CLMD, DepEd Region IX Presented by: RODOLF JOHN T. RODRIGUEZ, PhD EPS - CLMD, DepEd Region IX

30. D.1 Vocabulary Teaching and Learning Principles Selecting appropriate words is the most important principle in teaching and learning vocabulary. Vocabulary acquisition will be more effective when a particular word is learned based on several aspects, (Kieran A. File, 2000). Principle 1: Select Appropriate Words Principle 2: Focus on Different Aspects of Words Presented by: RODOLF JOHN T. RODRIGUEZ, PhD EPS - CLMD, DepEd Region IX Presented by: RODOLF JOHN T. RODRIGUEZ, PhD EPS - CLMD, DepEd Region IX

31. D.1 Vocabulary Teaching and Learning Principles Learners should not be expected to use new words in activities that require them to know every aspect of the words, (Barcroft, 2004). Teachers should limit the explanation of meaning of the new words to just the basic meaning, as to avoid confusion and misunderstanding from learners of the new language. Principle 3: Progress from Less Demanding to More Demanding Vocabulary- related Activities Principle 4: Limit Forced Semantic Elaboration during the Initial Stages of Learning New Words Presented by: RODOLF JOHN T. RODRIGUEZ, PhD EPS - CLMD, DepEd Region IX Presented by: RODOLF JOHN T. RODRIGUEZ, PhD EPS - CLMD, DepEd Region IX

32. D.1 Vocabulary Teaching and Learning Principles Vocabulary teaching and learning should be interesting and enjoyable as to keep motivation high while encouraging students to develop strategies that they can continue to use once they leave the classroom. Principle 5: Encourage Interest among Students during Learning Process Vocabulary can be taught better through the use of contextual cues. Principle 6: Accommodate Use of Contextual Cues Presented by: RODOLF JOHN T. RODRIGUEZ, PhD EPS - CLMD, DepEd Region IX Presented by: RODOLF JOHN T. RODRIGUEZ, PhD EPS - CLMD, DepEd Region IX

33. D.1 Vocabulary Teaching and Learning Principles A dictionary is one of the important references in learning new words, especially for new learners. Principle 7: Expose Learners to the Use of Dictionary The more frequently language learners are exposed to a particular vocabulary, the more likely they are to remember it. 8: Exercise by Words Presented by: RODOLF JOHN T. RODRIGUEZ, PhD EPS - CLMD, DepEd Region IX Presented by: RODOLF JOHN T. RODRIGUEZ, PhD EPS - CLMD, DepEd Region IX inside the Principle Repetition Introducing Frequently Module

34. D.1 Vocabulary Teaching and Learning Principles Mayer and Wittrock state (as cited in Hogben, 1996), the more effectively the to- be- learned material is elaborated during acquisition, the more readily it will be recalled by the learners. 9: Promote Vocabulary Principle Deliberate Acquisition Instead of just sticking to the conventional teaching methods like reading textbook, referring to a dictionary for meaning or memorizing new words, teachers could use their imagination to encourage learners to learn new words in different types of activities. Principle 10: Expose Presented by: RODOLF JOHN T. RODRIGUEZ, PhD EPS - CLMD, DepEd Region IX Presented by: RODOLF JOHN T. RODRIGUEZ, PhD EPS - CLMD, DepEd Region IX Learners with Exercises and Activities Other than Memorizing Words

35. 50,000 words number of The vocabulary students know when they graduate high school. Source: (Quick & Essay, 2020) THINK ABOUT THIS… Presented by: RODOLF JOHN T. RODRIGUEZ, PhD EPS - CLMD, DepEd Region IX Presented by: RODOLF JOHN T. RODRIGUEZ, PhD EPS - CLMD, DepEd Region IX

36. E. Reading Assessment Which skill should we assess? What should we assess? Presented by: RODOLF JOHN T. RODRIGUEZ, PhD EPS - CLMD, DepEd Region IX

37. Divide reading proficiency roughly into: Presented by: RODOLF JOHN T. RODRIGUEZ, PhD EPS - CLMD, DepEd Region IX ⮲ Language Comprehension ⮲ Word Recognition (Scarborough, 2001)

38. Presented by: RODOLF JOHN T. RODRIGUEZ, PhD EPS - CLMD, DepEd Region IX Presented by: RODOLF JOHN T. RODRIGUEZ, PhD EPS - CLMD, DepEd Region IX

39. F. Vocabulary Development Strategies f.1. Rebus f.6. Identifying or using context clues f.3. Word Pyramid f.4. Word Hunt f.2.1 Root words f.2.2 Prefix or suffix f.2. Morphology/ Word Part Clues f.5. C- Blending Race f.7. Graphic O r gani z e r P r e s se n ted by: RODOLF JOHN T. RODRIGUEZ, PhD EPS - CLMD, DepEd Region IX

40. F.1 Rebus Rhymes A representation of words in the form of pictures or symbols, often presented as a puzzle. Presented by: RODOLF JOHN T. RODRIGUEZ, PhD EPS - CLMD, DepEd Region IX

41. Hickory Dickory Dock The ______ ran up the The he ran struck and Hickory, dickory dock Hickory, dickory dock The looked at the The struck and away she flew Hickory, dickory dock Rebus 1 Presented by: RODOLF JOHN T. RODRIGUEZ, PhD EPS - CLMD, DepEd Region IX

42. Hickory Dickory Dock The ran up the clock The struck and he ran Hickory, dickory dock Hickory, dickory dock The looked at the The struck and away she flew Hickory, dickory dock Rebus 1 Hickory Dickory Dock Hickory Dickory Dock Hickory Dickory Dock The mouse ran up the clock The clock struck one and down he ran Hickory, dickory dock Hickory, dickory dock The bird looked at the clock The clock struck two and away she flew Hickory, dickory dock Presented by: RODOLF JOHN T. RODRIGUEZ, PhD EPS - CLMD, DepEd Region IX

43. Presented by: RODOLF JOHN T. RODRIGUEZ, PhD EPS - CLMD, DepEd Region IX To the Market To the market mother goes. To buy some big, brown . Yellow and green . Leafy and fresh . Long and round . Juicy and bitter . Rebus 2

44. Presented by: To the Market To the market mother goes To buy some big, brown . Yellow and green . Leafy and fresh . Long and round . Juicy d bitter an . Rebus 2 To the Market To the market mother goes. To buy some big, brown potatoes. Yellow mango and green mango. Leafy kangkong and fresh pechay. Long beans and round watermelon. Juicy orange and bitter ampalaya. RODOLF JOHN T. RODRIGUEZ, PhD EPS - CLMD, DepEd Region IX

45. Presented by: I Like School I like to go to school . I ride the to . My helps me at . I sit at my at . I like my to read . I like to at . I have at . It is fun to at . Rebus 3 RODOLF JOHN T. RODRIGUEZ, PhD EPS - CLMD, DepEd Region IX

46. I Like School I like to go to school . I ride the to My helps me at . . . I sit at my I like my at read to . at . at . I like to I have It is fun to at . Rebus 3 I Like School I like to go to school. I ride the bus to school. My teacher helps me at school. I sit at my desk at school. I like my teacher to read books. I like to write at school. I have crayons at school. It is fun to draw at school. Presented by: RODOLF JOHN T. RODRIGUEZ, PhD EPS - CLMD, DepEd Region IX

47. Presented by: F.2 Using Morphology/Word Part Clues Morpheme... is the name for meaningful word parts that readers can identify and put together to determine the meaning of unfamiliar word. Knowledge of morphemes and morphology, or word structure plays a valuable role in .word learning from context RODOLF JOHN T. RODRIGUEZ, PhD EPS - CLMD, DepEd Region IX

48. Morphology… Presented by: RODOLF JOHN T. RODRIGUEZ, PhD EPS - CLMD, DepEd Region IX is the study of word formation, including the origin and function of inflections, or changes made to words to show such things as tense, case or .number :Examples look – looks, looked, looking sad – sadly, sadness Using Morphology/Word Part Clues

49. Morphology/Word Part Clues Presented by: RODOLF JOHN T. RODRIGUEZ, PhD EPS - CLMD, DepEd Region IX Prefixes meaning English Words un unfinished co copilot in, im, il, ir Illegal, immoral, inconsiderate, irresponsible dis disappear en enclose micro microscope post posttest Prefixes A presence of a prefix requires a reader to attend to it immediately. Prefixes tend to be spelled consistently and have a clear lexical meaning, which makes prefix instruction and learning straightforward and useful.

50. Morphology/Word Part Clues Presented by: DOLF JOHN T. RODRIGUEZ, PhD EPS - CLMD, DepEd Region IX Prefixes meaning English Words un not unfinished co with copilot In, im, il, ir not, without Illegal, immoral, inconsiderate, irresponsible dis not disappear en put into enclose micro small microscope post after posttest RO Prefixes A presence of a prefix requires a reader to attend to it immediately. Prefixes tend to be spelled consistently and have a clear lexical meaning, which makes prefix instruction and learning straightforward and useful.

51. Morphology/Word Part Clues Presented by: RODOLF JOHN T. RODRIGUEZ, PhD EPS - CLMD, DepEd Region IX Suffix Meaning English Words able, ible portable, legible ac, ic cardiac., aquatic, itious/icious delicious, ambitious, eer, er, or mountaineer, teacher, advisor ism socialism, commercialism ist dentist, realist tic, fic terrific, fantastic ful hopeful, useful holic shopaholic Suffixes The most frequently occurring suffixes in English are inflectional endings.

52. Morphology/Word Part Clues Presented by: RODOLF JOHN T. RODRIGUEZ, PhD EPS - CLMD, DepEd Region IX Suffix Meaning English Words able, ible capable of portable, legible ac, ic like, pertaining to cardiac., aquatic, itious/icious full of delicious, ambitious, eer, er, or person who mountaineer, teacher, advisor ism A distinctive doctrine, cause, or theory progressivism, behaviorism ist doer dentist, realist tic, fic making, doing terrific, fantastic ful full of hopeful, useful holic love, addiction alcoholic Suffixes The most frequently occurring suffixes in English are inflectional endings.

53. Morphology/Word Part Clues Presented by: RODOLF JOHN T. RODRIGUEZ, PhD EPS - CLMD, DepEd Region IX Suffixes The suffix - ly changes an adjective into an adverb. Adverb = Adjective + Suffix badly bad + ly smooth smooth + ly loud loud + ly friend friend + ly world world + ly love love + ly wrong wrong + ly world world + ly patient patient + ly promptly prompt + ly

54. F.3 Word Pyramid This is a fun and challenging puzzle that usually starts with a word at the base of the pyramid. The next word will be one letter shorter than the base until the topmost letter/s is/are left. The words must create an anagram of the .existing letters A A N A N T I N I N K I Presented by: RODOLF JOHN T. RODRIGUEZ, PhD EPS - CLMD, DepEd Region IX

55. Word Pyramid 1 A R M Y T I M E Presented by: RODOLF JOHN T. RODRIGUEZ, PhD EPS - CLMD, DepEd Region IX Word Pyramid

56. Word Pyramid 1 A A M A R M A R M Y I I T T I E T I M E Presented by: RODOLF JOHN T. RODRIGUEZ, PhD EPS - CLMD, DepEd Region IX Word Pyramid

57. Word Pyramid 2 Word Pyramid N A K A T O A Y Presented by: RODOLF JOHN T. RODRIGUEZ, PhD EPS - CLMD, DepEd Region IX

58. A Y K A Y A K A Y A A K A Y N A K A Y A Word Pyramid 2 A Word Pyramid N A K A T A Y N A K A T O A Y Presented by: RODOLF JOHN T. RODRIGUEZ, PhD EPS - CLMD, DepEd Region IX

59. Word Pyramid 3 Word Pyramid S A L I T A N Presented by: RODOLF JOHN T. RODRIGUEZ, PhD EPS - CLMD, DepEd Region IX

60. Word Pyramid 3 A L I S A L I S A L I T S A L I T A A A L Word Pyramid S A L I T A N Presented by: RODOLF JOHN T. RODRIGUEZ, PhD EPS - CLMD, DepEd Region IX

61. Presented by: L I G A M E N T S RODOLF JOHN T. RODRIGUEZ, PhD EPS - CLMD, DepEd Region IX Word Pyramid 4 Word Pyramid

62. A T A T E M A T E M E A N T A M E N T A N T L E S A I L M E N T S L I G A M E N T S Presented by: RODOLF JOHN T. RODRIGUEZ, PhD EPS - CLMD, DepEd Region IX Word Pyramid 4 Word Pyramid

63. Word Pyramid Activity 1 In 5 minutes….. Form groups of five. Make a pyramid of your own. Presented by: RODOLF JOHN T. RODRIGUEZ, PhD EPS - CLMD, DepEd Region IX

64. Word Pyramid 5 New Year Chinese New Year during Chinese New Year envelopes during Chinese New Year lucky envelopes during Chinese New Year get lucky envelopes during Chinese New Year kids get lucky envelopes during Chinese New Year and kids get lucky envelopes during Chinese New Year Adults and kids get lucky envelopes during Chinese New Year Year Presented by: RODOLF JOHN T. RODRIGUEZ, PhD EPS - CLMD, DepEd Region IX Word Pyramid

65. F.4 Word Hunt This is a vocabulary building activity that will allow learners to develop thinking skills. From the given long word, the students are going to form as many shorter words according to the letters available. Presented by: RODOLF JOHN T. RODRIGUEZ, PhD EPS - CLMD, DepEd Region IX

66. Word Hunt Presented by: RODOLF JOHN T. RODRIGUEZ, PhD EPS - CLMD, DepEd Region IX Procedure: Give a fairly long word printed on a manila paper. Make sure that the word contains 2 to 3 vowels. Give a signal when the player has to write down as many words according to the letters available in the given word. It may be best to allow young children to use proper names, plurals or verb ending in “s” since they still have limited vocabulary.

67. Word Hunt 1 leader lad red eel read dare dear ear lead deal led are deer Presented by: RODOLF JOHN T. RODRIGUEZ, PhD EPS - CLMD, DepEd Region IX

68. In 5 minutes….. Hunt as many words as you can in the word… TEACHER Presented by: RODOLF JOHN T. RODRIGUEZ, PhD EPS - CLMD, DepEd Region IX Word Hunt

69. Presented by: Word Hunt 2 teacher tear tea teach chat reach rat react rate act heat cheer hat ache cheat cat tree crate her create care car RODOLF JOHN T. RODRIGUEZ, PhD EPS - CLMD, DepEd Region IX

70. Presented by: RODOLF JOHN T. RODRIGUEZ, PhD EPS - CLMD, DepEd Region IX Presented by: RODOLF JOHN T. RODRIGUEZ, PhD F.5 IDENTIFYING OR USING CONTEXT CLUES Context clues are hints found within a sentence, paragraph, or passage that a reader can use to understand the meanings of new or unfamiliar words. EPS - CLMD, DepEd Region IX

71. Presented by: EPS - CLMD, DepEd Region IX RODOLF JOHN T. RODRIGUEZ, PhD EPS - CLMD, DepEd Region IX Presented by: F.5.1. DEFINITION / DESCRIPTION CLUE Examples: His emaciation , that is, his skeleton- like appearance, was frightening to see. “Skeleton- like appearance” is the definition of “emaciation.” Fluoroscopy , examination with a fluoroscope, has become a common practice. “examination with a fluoroscope” The commas before point and after out the definition of R OD O “ L f F l J O u H N o T . r R o O D s R I G c U o E Z , p P h y D .”

72. RODOLF JOHN T. RODRIGUEZ, PhD F.5.2. EXAMPLE CLUES Examples: a. Piscatorial creatures, such as flounder, salmon, and trout, live in the coldest parts of the ocean. “Piscatorial” obviously refers to fish. b. Celestial bodies, including the sun, moon, and stars, have fascinated man through the ce n P t r e s u en t e r d b y i : es. EPS - C L M D “ , D e C p E d R e e g i o l n e I X stial” objects are those in the Presented by: RODOLF JOHN T. RODRIGUEZ, PhD EPS - CLMD, DepEd Region IX sky or

73. Presented by: EPS - CLMD, DepEd Region IX RODOLF JOHN T. RODRIGUEZ, PhD EPS - CLMD, DepEd Region IX Presented by: RODOLF JOHN T. RODRIGUEZ, PhD F.5.3. SYNONYM RESTATEMENT CLUE Examples: a. Flooded with spotlights – the focus of all attention – the new Ms. Pagadian began her year- long reign. She was the cynosure of all eyes for the rest of the evening. “Cynosure” means “the focus of all attention.” b. The mountain pass was a tortuous road, winding and twisting like a snake around the trees of the mountainside. “Tortuous” means “winding and twisting.”

74. F.5.4. CONTRAST / ANTONYM CLUE Examples: Presented by: RODOLF JOHN T. RODRIGUEZ, PhD EPS - CLMD, DepEd Region IX RODOLF JOHN T. RODRIGUEZ, PhD EPS - CLMD, DepEd Region IX When the light brightens, the pupils of the eyes contract; however, when it grows darker, they dilate . “Dilate” means the opposite of “contract.” The children were as different as day and night. He was a lively conversationalist, but she was reserved and taciturn. “lively Presented by: “ Taciturn” means the opposite of a conversationalist.”

75. F.5.5. MOOD / TONE CLUE Examples: a. The lugubrious wails of the gypsies matched the dreary whistling of the wind in the all but- deserted cemetery. “Lugubrious,” which means “sorrowful,” fits into the mood set by the words “wails,” “dreary,” and “deserted cemetery.” Presented by: RODOLF JOHN T. RODRIGUEZ, PhD EPS - CLMD, DepEd Region IX Presented by: RODOLF JOHN T. RODRIGUEZ, PhD EPS - CLMD, DepEd Region IX

76. F.5.6. EXPERIENCE CLUE Presented by: RODOLF JOHN T. RODRIGUEZ, PhD EPS - CLMD, DepEd Region IX Presented by: RODOLF JOHN T. RODRIGUEZ, PhD EPS - CLMD, DepEd Region IX Examples: During those first bewildering weeks, the thoughts of a college freshman drift back to high school where he was “in,” knew everyone, and felt at home. A feeling of nostalgia sweeps over him. She walked away from her closet and quickly slipped a jersey over her head. She smoothed it into place over her hips, added a belt, glanced at the mirror, and left for work.

77. Presented by: RODOLF JOHN T. RODRIGUEZ, PhD EPS - CLMD, DepEd Region IX RODOLF JOHN T. RODRIGUEZ, PhD EPS - CLMD, DepEd Region IX F.5.7. ANALYSIS OR STRUCTURE CLUE Examples: The story is incredible . The root cred means “to believe,’ and the prefix in means “not.” Therefore, if a story is incredible, it is unbelievable. The somnambulist had to be locked in his bedroom at night for his own safety. If a reader knows the meaning of ambular (walk) and somn (sleep) and sees the sentence, the reader may r e a l P i r e z se n e t e d b t y : h a t a “somnambulist” is a sleepwalker.

78. F.5.8. INFERENCE CLUE Examples: a. She told her friend, “I’m through with blind Presented by: RODOLF JOHN T. RODRIGUEZ, PhD EPS - CLMD, DepEd Region IX Presented by: RODOLF JOHN T. RODRIGUEZ, PhD EPS - CLMD, DepEd Region IX dates forever. What a bored every minute. The conversation dull evening! I was was absolutely vapid. ” “Vapid” means “uninteresting.”

79. F.5.9. CAUSE AND EFFECT CLUE Examples: a. She wanted to impress all her dinner guests with the food she served, so she carefully studied the necessary culinary arts. “Culinary” means “food preparation.” Presented by: RODOLF JOHN T. RODRIGUEZ, PhD EPS - CLMD, DepEd Region IX Presented by: RODOLF JOHN T. RODRIGUEZ, PhD EPS - CLMD, DepEd Region IX

80. Presented by: RODOLF JOHN T. RODRIGUEZ, PhD EPS - CLMD, DepEd Region IX C- Blending F.5 Race vocabulary This is a building activity that allows learners to think and increase word attack skills.

81. d by: RODOLF JOHN T. RODRIGUEZ, PhD EPS - CLMD, DepEd Region IX Presented by: RODOLF JOHN T. RODRIGUEZ, PhD EPS - CLMD, DepEd Region IX dr st fl sm Presente LET’S TRY THIS.

82. Presented by: RODOLF JOHN T. RODRIGUEZ, PhD EPS - CLMD, DepEd Region IX F.6 Graphic Organizer is an instructional tool used to illustrate a prior knowledge about the topic. Examples Word Web Cause and Effect d. f. Sequence & Cycles h. c. Chain of Events Outline e. Main Idea and Supporting Details g. Story Organizer ABC Chart

83. woman she cook storyteller guide Graphic Organizer 1 Word Web Presented by: RODOLF JOHN T. RODRIGUEZ, PhD EPS - CLMD, DepEd Region IX Presented by: RODOLF JOHN T. RODRIGUEZ, PhD EPS - CLMD, DepEd Region IX

84. Cause and Effect CAUSE/hinugdan EFFECT/ resulta/epekto Wala magtuon. Wala makapasar. Si papa nagtrabaho ug tarong. Gikapoy siya pagkagabii. The books in the school were washed out by the flood. The children do not have books to read. Presented by: RODOLF JOHN T. RODRIGUEZ, PhD EPS - CLMD, DepEd Region IX Presented by: RODOLF JOHN T. RODRIGUEZ, PhD EPS - CLMD, DepEd Region IX Graphic Organizer 2

85. Chain of Events Title of the Story Event 1 Event 2 Event 3 Graphic Organizer 3 Presented by: RODOLF JOHN T. RODRIGUEZ, PhD EPS - CLMD, DepEd Region IX Presented by: RODOLF JOHN T. RODRIGUEZ, PhD EPS - CLMD, DepEd Region IX

86. Graphic Organizer 4 Outline Title Beginning Middle Ending Presented by: RODOLF JOHN T. RODRIGUEZ, PhD EPS - CLMD, DepEd Region IX Presented by: RODOLF JOHN T. RODRIGUEZ, PhD EPS - CLMD, DepEd Region IX

87. Graphic Organizer 5 Main Idea & Supporting Details Title Supporting Details Supporting Details Supporting Details Paragraph 1 Main Idea Paragraph 2 Main Idea Paragraph 3 Main Idea Presented by: RODOLF JOHN T. RODRIGUEZ, PhD EPS - CLMD, DepEd Region IX Presented by: RODOLF JOHN T. RODRIGUEZ, PhD EPS - CLMD, DepEd Region IX

88. Sequence & Cycles Graphic Organizer 6 Presented by: RODOLF JOHN T. RODRIGUEZ, PhD EPS - CLMD, DepEd Region IX Presented by: RODOLF JOHN T. RODRIGUEZ, PhD EPS - CLMD, DepEd Region IX

89. Graphic Organizer 7 Semantic Mapping Presented by: RODOLF JOHN T. RODRIGUEZ, PhD EPS - CLMD, DepEd Region IX Presented by: RODOLF JOHN T. RODRIGUEZ, PhD EPS - CLMD, DepEd Region IX

90. Graphic Organizer 7 Semantic Mapping Presented by: RODOLF JOHN T. RODRIGUEZ, PhD EPS - CLMD, DepEd Region IX Presented by: RODOLF JOHN T. RODRIGUEZ, PhD EPS - CLMD, DepEd Region IX

91. Presented by: Present ed by: Graphic Organizer 8 Directions: Complete the chart by writing down nouns that start with the given letters. A N B O C P D Q E R F S G T H U I V J W K X L Y M Z Chart RODOLF JOHN T. RODRIGUEZ, PhD EPS - CLMD, DepEd Region IX RODOLF JOHN T. RODRIGUEZ, PhD EPS - CLMD, DepEd Region IX

92. Activity Presented by: RODOLF JOHN T. RODRIGUEZ, PhD EPS - CLMD, DepEd Region IX Presented by: RODOLF JOHN T. RODRIGUEZ, PhD EPS - CLMD, DepEd Region IX Directions: In your group, create a vocabulary building example for the following graphic organizers: Group 1 – Chain of Events Group 2 – Outline Group 3 - Main Idea and Supporting Details Group 4 - Sequence and Cycles Group 5 – Semantic Mapping

93. Frayer Model The Frayer Model is a graphic organizer for building student vocabulary. This technique requires students to define target vocabulary and apply their knowledge by giving its definition , generating examples and non- examples , providing characteristics , and/or drawing a picture to illustrate the meaning of the word . It was first developed by Dorothy Frayer . Presented by: RODOLF JOHN T. RODRIGUEZ, PhD EPS - CLMD, DepEd Region IX Presented by: RODOLF JOHN T. RODRIGUEZ, PhD EPS - CLMD, DepEd Region IX Graphic Organizer 9

94. Presented by: RODOLF JOHN T. RODRIGUEZ, PhD EPS - CLMD, DepEd Region IX Presented by: RODOLF JOHN T. RODRIGUEZ, PhD EPS - CLMD, DepEd Region IX

95. Presented by: RODOLF JOHN T. RODRIGUEZ, PhD EPS - CLMD, DepEd Region IX Presented by: RODOLF JOHN T. RODRIGUEZ, PhD EPS - CLMD, DepEd Region IX

96. Frayer Model Presented by: RODOLF JOHN T. RODRIGUEZ, PhD EPS - CLMD, DepEd Region IX Presented by: RODOLF JOHN T. RODRIGUEZ, PhD EPS - CLMD, DepEd Region IX

97. Activity Directions: In your group, create a vocabulary building example using a Frayer Model for the following concepts: Group 1 – Oral Language Group 2 – Phonemic Awareness Group 3 – Phonics Group 4 – Fluency Group 5 – Comprehension Presented by: RODOLF JOHN T. RODRIGUEZ, PhD EPS - CLMD, DepEd Region IX Presented by: RODOLF JOHN T. RODRIGUEZ, PhD EPS - CLMD, DepEd Region IX

98. F.8 Word Wall Presented by: RODOLF JOHN T. RODRIGUEZ, PhD EPS - CLMD, DepEd Region IX

99. Word Wall Presented by: RODOLF JOHN T. RODRIGUEZ, PhD EPS - CLMD, DepEd Region IX

100. G. Informal Assessment Presented by: RODOLF JOHN T. RODRIGUEZ, PhD EPS - CLMD, DepEd Region IX

101. Presented by: RODOLF JOHN T. RODRIGUEZ, PhD EPS - CLMD, DepEd Region IX Presented by: RODOLF JOHN T. RODRIGUEZ, PhD Lucid Vociferous Impudent Cryptic Impeccable Directions: Vote with your fingers to indicate how much you know about the key vocabulary. Use the Vocabulary High Five Rating Scale. Lethargic Xenophobia Benign Bivouac Lacquer EPS - CLMD, DepEd Region IX G. INFORMAL ASSESSMENT

102. UEZ, PhD IX R Presented by: Presented by: RODOLF JOHN T. RODRIG EPS - CLMD, DepEd Region ODOLF JOHN T. RODRIGUEZ, PhD G. INFORMAL ASSESSMENT EPS - CLMD, DepEd Region IX

103. Metacognitive Awareness Inventory on Vocabulary Development Presented by: RODOLF JOHN T. RODRIGUEZ, PhD EPS - CLMD, DepEd Region IX LET’S DO THIS.

104. LET’S KNOW YOUR SCORES Presented by: RODOLF JOHN T. RODRIGUEZ, PhD EPS - CLMD, DepEd Region IX “TRUE” = 1 point “FALSE” = point

105. SUM IT UP Presented by: RODOLF JOHN T. RODRIGUEZ, PhD EPS - CLMD, DepEd Region IX 1- 3 4- 6 7- 9 10- 12 13- 15 16- 18 19- 21 22- 24

106. Presented by: 1- 3 – Declarative Knowledge 4- 6 – Procedural Knowledge 7- 9 – Conditional Knowledge 10- 12 – Planning 13- 15 – Comprehension Monitoring RODOLF JOHN T. RODRIGUEZ, PhD EPS - CLMD, DepEd Region IX 16- 18 – Information Management Strategies 19- 21 – Debugging Strategies 22- 24 – Evaluation

107. Presented by: RODOLF JOHN T. RODRIGUEZ, PhD EPS - CLMD, DepEd Region IX RODOLF JOHN T. RODRIGUEZ, PhD EPS - CLMD, DepEd Region IX Presented by: H. MARZANO'S SIX STEPS TO EFFECTIVE VOCABULARY INSTRUCTION Academic vocabulary is the vocabulary critical to understanding the concepts being taught in class. Marzano (2005) stresses that in all subject areas explicit vocabulary instruction is necessary and outlines a six step process that can help students learn critical subject specific vocabulary.

108. Presented by: EPS - CLMD, DepEd Region IX RODOLF JOHN T. RODRIGUEZ, PhD EPS - CLMD, DepEd Region IX RODOLF JOHN T. RODRIGUEZ, PhD Presented by: H. MARZANO'S SIX STEPS TO EFFECTIVE VOCABULARY INSTRUCTION Step One: The teacher gives a friendly, informal description, explanation or example of the new vocabulary term. Provide students with information about the vocabulary term. • • • Create pictures or use video and computer images as a source of information. Describe your own mental picture of the word. Use current events and other media to connect the term to something familiar. Have students share what they already know and use this knowledge as a foundation for more learning (Marzano, R.J. & Pickering, D.J. Building Academic Vocabulary, 2005)

109. H. MARZANO'S SIX STEPS TO EFFECTIVE VOCABULARY INSTRUCTION (Marzano, R.J. & Pickering, D.J. Building Academic Vocabulary, 2005) Presented by: Presented by: RODOLF JOHN T. RODRIGUEZ, PhD EPS - CLMD, DepEd Region IX RODOLF JOHN T. RODRIGUEZ, PhD EPS - CLMD, DepEd Region IX Step Two: Students give a description, explanation or example of the new term in his/her own words. • • • Students record their explanation Remind students to not copy and only use their own words. Monitor to determine if any confusion still exists and correct misunderstandings with further explanation and example

110. H. MARZANO'S SIX STEPS TO EFFECTIVE VOCABULARY INSTRUCTION (Marzano, R.J. & Pickering, D.J. Building Academic Vocabulary, 2005) Presented by: Presented by: RODOLF JOHN T. RODRIGUEZ, PhD EPS - CLMD, DepEd Region IX RODOLF JOHN T. RODRIGUEZ, PhD EPS - CLMD, DepEd Region IX Step Three: Students create a non linguistic representation of the word. Provide students with non linguistic methods to record the vocabulary term Students can work in pairs or groups to create a non linguistic representation e.g. picture, symbol, cartoon, dramatization or play pictionary, charades, etc. • • Have students record their visuals and share their ideas. Continue to identify and clear up any misunderstandings about the new terms if necessary

111. H. MARZANO'S SIX STEPS TO EFFECTIVE VOCABULARY INSTRUCTION (Marzano, R.J. & Pickering, D.J. Building Academic Vocabulary, 2005) Presented by: Presented by: RODOLF JOHN T. RODRIGUEZ, PhD EPS - CLMD, DepEd Region IX RODOLF JOHN T. RODRIGUEZ, PhD EPS - CLMD, DepEd Region IX Step Four: Students engage in activities to deepen their knowledge of the new word. Have students list related words. • • Highlight any prefixes and suffixes that will help them remember the word. • • • • Identify antonyms and synonyms. Discuss similarities and differences of two terms. Compare how the vocabulary term is used across subject areas and discuss and note any common confusions. Have students record this information

112. H. MARZANO'S SIX STEPS TO EFFECTIVE VOCABULARY INSTRUCTION (Marzano, R.J. & Pickering, D.J. Building Academic Vocabulary, 2005) Presented by: Presented by: RODOLF JOHN T. RODRIGUEZ, PhD EPS - CLMD, DepEd Region IX RODOLF JOHN T. RODRIGUEZ, PhD EPS - CLMD, DepEd Region IX Step Five: Students discuss the new word with one another. Students think, pair and share their ideas by comparing • • explanations, describing and explaining drawings and discussing any new information they have learned, etc. Students can make revisions to their own work and add to their vocabulary explanation and visual if necessary. Continue to identify and clear up any misunderstandings about the new terms if necessary

113. H. MARZANO'S SIX STEPS TO EFFECTIVE VOCABULARY INSTRUCTION (Marzano, R.J. & Pickering, D.J. Building Academic Vocabulary, 2005) Presented by: Presented by: RODOLF JOHN T. RODRIGUEZ, PhD EPS - CLMD, DepEd Region IX RODOLF JOHN T. RODRIGUEZ, PhD EPS - CLMD, DepEd Region IX Step Six: Students play games to reinforce and review new vocabulary. Develop deep understanding of academic vocabulary terms by engaging students in weekly review activities. For example students can play taboo, dominoes, wordo, pictionary, charades, word sorts, bingo, crosswords, hangman, card games, etc. (Contact the NBSS for powerpoint templates of games). • Have students create and play their own vocabulary games and activities. • After activities students can continue to make corrections, additions and changes to their explanation and visual.

114. Conclusion Presented by: RODOLF JOHN T. RODRIGUEZ, PhD EPS - CLMD, DepEd Region IX An efficient language teacher can use selected vocabulary activities or can use integrated activities. All these depend upon the ability, level of understanding, and interest of the learners. There is no sure fire remedy or method to enhance vocabulary in a day or two. A student's vocabulary bank can be enriched on a gradual basis and one should always show keen interest and enthusiasm in finding, learning and understanding new words.

115. Thank Y ou! Do you have any questions? Please message me at [email protected] Rodolf John T. Rodriguez, PhD Education Program Supervisor CLMD, DepEd Region IX Rodriguez RJ Presented by: RODOLF JOHN T. RODRIGUEZ, PhD EPS - CLMD, DepEd Region IX Rodriguez RJ @iamrodolfjohn

116. IV. Application RODOLF JOHN T. RODRIGUEZ, PhD EPS - CLMD, DepEd Region IX Directions: Make a workplan on vocabulary development applying the type of reading approaches for learners listed below. Provide the objective/s of the workplan. Developmental (an approach given to leaners performing according to what is expected in the grade level) Functional / Enrichment (a reading approach in the content areas, i.e., special math, campus journalism, science…) Remediation (an approach for learners below grade level expectations) Recreatory (an approach for pleasure, extensive reading) Enhancement (an approach for advanced learners or Presented by: learners’ reading proficiency is a grade level higher)

117. Work Plan Type of Reading Approach Action Plan Objectives Data used Strategies used Time Frame Result Developmental 1. reads numbers up to 100 in symbols and in words Summative assessment on reading numbers up to 100 in symbols and in words (10 items). Word-Symbol Matching Cards Number Word Charts Interactive Games (e.g., Bingo) Year round 100% of the learners got a score 9-10 on reading numbers up to 100 in symbols and in words.

118. Type of Reading Approach Objective(s) Strategies/Activities Expected Output a. Developmental - To enhance vocabulary aligned with grade-level standards. - Use grade-appropriate texts- Introduce context clues strategies- Use word maps and semantic charts - Learners use new words in sentences and short paragraphs b. Functional/Enrichment - To develop subject-specific vocabulary for academic success in content areas. - Vocabulary journals for subjects (e.g., Science, Math)- Word walls- Thematic glossaries - Learners explain terms using definitions and examples from subject content c. Remediation - To improve basic vocabulary comprehension and usage. - Sight word drills- Picture-word association- Repetitive reading with controlled vocabulary - Learners correctly match, identify, and use key vocabulary in simple contexts d. Recreatory - To develop vocabulary naturally through leisure reading. - Sustained Silent Reading (SSR)- Book talks- Reading logs with vocabulary highlights - Learners present new words discovered and share meaning/usage e. Enhancement - To expand and deepen vocabulary knowledge beyond the grade level. - Use of classic literature or advanced texts- Etymology activities- Figurative language exploration - Learners demonstrate use of advanced vocabulary in writing, discussions, and presentations

119. Presented by: RODOLF JOHN T. RODRIGUEZ, PhD EPS - CLMD, DepEd Region IX Making a learner a reader is a shared responsibility.

120. Presented by: RODOLF JOHN T. RODRIGUEZ, PhD EPS - CLMD, DepEd Region IX Presented by: RODOLF JOHN T. RODRIGUEZ, PhD EPS - CLMD, DepEd Region IX