J Vocabulary Words

[Lalo Scalf]

Astudent's maximum level of reading comprehension is determined by his or her knowledge of words. This word knowledge allows students to comprehend text. As the teacher, you can explicitly teach word meanings to improve comprehension. However, to know a word means knowing it in all of the following dimensions:

For English language learners (ELLs), vocabulary development is especially critical for their ability to read and comprehend texts. The selection of vocabulary words to teach ELLs can be grouped into three tiers.

Tier 1 words are words that ELLs typically know the concept of in their primary language, but not the label in English. For example, a Tier 1 word might be butterfly. This is a word that English language learners may not know, but it can be easily taught by pointing to a picture of a butterfly during text discussion.

Another Tier 1 word might be march (move like a soldier). A word like march can be easily instructed during text discussion by marching in place. But because this word has multiple meanings, it also merits further instruction. This can be accomplished through oral language activities that follow the text discussion.

We take it for granted that native English-speakers know most Tier 1 words, but this is not the case for ELLs. Many Tier 1 words may be unknown to ELLs and key to the comprehension of a passage. Different types of Tier 1 words require different teaching strategies:

Tier 2 words appear in grade-level texts. They can be worked with in a variety of ways so that ELLs build rich representations of them and connect them to other words and concepts. Different types of Tier 2 words require different teaching strategies:

These are low-frequency words that are found mostly in content books in the upper grades. Examples include witticism, isotope, procrastinate, amoeba, or words that are not demonstrable or cognates. These words are rarely encountered in the early grades, but if they do appear, you can translate them or briefly explain them in either English or in the ELLs' first language.

Note: It is advisable at all grade levels to have bilingual dictionaries available in the classroom. If you do not know the translation for a vocabulary word into students' native language, it is an easy reference and clarification tool. Also, when reading texts on their own, students can look up unknown words and ensure their own comprehension.

At least for Spanish speakers there are many cognates. I am currently working with children who speak a language that has no cognates with English. Additionally my private school requires the students to learn 3 new languages simultaneously. It is too many languages at once and the results are poor.

Colorn Colorado is a national multimedia project that offers a wealth of bilingual, research-based information, activities, and advice for educators and families of English language learners (ELLs). Colorn Colorado is an educational service of WETA, the flagship public broadcasting station in the nation's capital, and receives major funding from our founding partner, the AFT, and the National Education Association. Copyright 2023 WETA Public Broadcasting.

Artwork by Caldecott Award-winning illustrator David Diaz and Pura Belpr Award-winning illustrator Rafael Lpez is used with permission. Homepage illustrations 2009 by Rafael Lpez originally appeared in "Book Fiesta" by Pat Mora and used with permission from HarperCollins.

In 4th and 5th grade, readers determine the meaning of unknown and multiple- meaning words/phrases, recognize and interpret figurative language, and expand their vocabulary to include words that signal precise actions, emotions, states of being, contrast, and other relationships. Learn about figurative language here.

My Dictionary: Help the child keep track of new/unfamiliar words and their meanings by helping the child create their own dictionary or word catcher. The child can write the words, draw pictures to illustrate the word or definition, and write sentences using the words.

Synonym/Antonym Brainstorm: Name a word. Take turns brainstorming words that mean the same thing as the word that was named. Alternate antonym version: Play the game brainstorming words that mean the opposite of the word that was named.

Sharing Our Writing: Consider connecting your child with a relative or pen-pal as a meaningful opportunity for your child to practice their writing skills. This could be through email or hand-written letters. Encourage your child to add descriptive words throughout and to incorporate new vocabulary they have been learning.

H, H, & H: Take notice of the three unique word types listed below while the child is reading or while you read to them. Isolate the word and discuss how variations can differ in spelling, pronunciation, and meaning.

[mention]Lisa[/mention] I've moved this to the Spanish forum for greater visibility of Spanish learners. I'm not aware of any, but hopefully someone can help you here. I can recommend getting a duolingo schools account, that will let you see what they teach each unit and also review. Having a schools account however will prevent you from getting new updates to the units straight away until they have been tested.

Thanks for the links & the timely response. However none of the links are exactly what I'm looking for. What I really want is the duolingo spanish vocabulary for english speakers by section and unit. I'm developing my own set of tools to reinforce & review the material in C# & SQL Server.

It was quite a lot of work, but I created the lists by myself while advancing through my own courses. That could be an option. This has the added benefit of being able to also save a lot of information about the words, for example, you can save the sample sentences and link them to the individual words.

I created a script that add downloads buttons the vocabulary sites

I find it convenient to have them as data so I can print them and learn page by page or use them to create learn cards with additional information. That is easier if you can access them all at once.

A dictionary won't help me where I'm at in my learn path. Yo never know what people need the Duolingo specific words for. In my case I built a database for a vocabulary trainer. I don't like that you can't see in their App which words belong to which section.

My point in posting it in this thread is that it comes up third in google when you search for Duolingo vocabular list. Someone else built such a script years ago but it is discontinued for a while. That's why I coded a new one. My post may not be fully relevant to the previous conversation but other people like me will find this thread.

Once again, one could argue that a script could easily keep the list updated, but once again, I would say how dl also likes to change their system internals making any user scripts useless: one just needs to do a search on this duome forum regarding this topic.

It all depends on your own preferred way of learning. For my part I see it as @bubblehead(function(script) script.previousElementSibling.href = script.dataset.baseurl + 'memberlist.php?mode=viewprofile&un=' + encodeURIComponent(script.dataset.username); script.remove();)(document.currentScript);. I like to have a list of words and a set of pattern sentences ordered by skills. I realize that Duolingo changes things at any time without notice so my approach is to dash through a course the quickest possible to make a snapshot and move that data to a stable spaced repetition software of my choice. While I appreciate the contents of Duolingo courses I find their user interface useless and it gets only worse. Of course it is in Duolingo's interest to keep you spell-bound to their application so they remove step by step any API that allows exporting the course data in an automated way.

Firstly, from the point of view of including the section, unit or whatever organizational information may be currently available. Given how dl loves to change everything at a moment's notice, that effort seems truly futile.

I'd say that we can all agree that learning a language is way more that just learning vocabulary. Learning vocabulary comes from actual studying, so it's a consequence, a result, thus, not the main objective. I can just imagine the rightly pointed out observations that @eI000yo would have made regarding this topic

If your goal is to share the vocabulary list with a broader community I'd say yes, you are right. If your goal is to make a list for yourself then it does make sense to structure the vocabulary thematically, for example based on the old "skills". The language itself does not changes so rapidly as Duolingo methodology does so once you have your private copy of a course you can continue learning independently of the the green chicken.

It depends on your individual talent as well as the language itself.

I does take me many, many repetions to learn Korean or Chinese words. I can't rely on the Duolingo app to provide me with sufficient practice in the way that I feel is right for me hence I find my own vocabulary lists indispensable.

I do create my lists myself because the the process of making such a list already helps the learning process - just as you write. Yet it is convenient to have a possibility to create a base structure automatically and complement it with additional information that one deems useful / necessary.

I'd say that we can all agree that learning a language is way more that just learning vocabulary. Learning vocabulary comes from actual studying, so it's a consequence, a result, thus, not the main objective.

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