Vocab4Word格式.docx

Vocab4Word格式.docx

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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