Proposes an approach to vocabulary development that stresses the integral relationships between words; describes 20 categories of meaning that can be used as a basis for developmental vocabulary lessons; and offers suggestions for the application of these meaning categories in vocabulary instruction in various subject areas. (GT)

It is suggested that a dictionary of English lexical phrases would be a valuable resource for learners of English as a Second Language. This form of collocation differs from ordinary collocations or idioms in that it is associated with particular discourse functions. In addition, most lexical phrases are in a form that allows interchangeable…

Suggests lessons based on categorizing and several learning modalities to expand students' vocabulary. (MKM)

A system of grids to organize related vocabulary words and their associations developed for teacher trainees is illustrated, and other possible uses of the categorizing system, by students, teachers, and translators, are discussed. (MSE)

Beyond the first several thousand most commonly used words in a language, direct vocabulary instruction is not efficient. Use of inferential skills then becomes the most effective way of learning new vocabulary; it is the way native speakers build their 60,000 word vocabularies. Because the skill is not automatically transferable, it must be…

Outlines procedures by which teachers can foster and speed up student vocabulary growth. Discusses three aspects of categorization: word fluency, the list-group-label lesson, and feature analysis. (RL)

Based on the premise that reading teachers have a wealth of creative ideas about what to teach and how to teach it effectively, this book contains the most used and useful lists for classroom teachers gathered together in a desktop reference format. First published in 1984, this third edition of the book includes expanded versions of, and…

Contains contributions dealing with the following: (1) teaching short vowels, diagraphs, and consonant blends; (2) affective planning in reading instruction; (3) phonics; (4) integrating reading and science instruction; (5) vocabulary; (6) story structure in children's book choices; (7) preventing summer reading loss; and (8) writing assignments…

A local California school developed a program to meet language needs of first graders (70 percent of whom were from minority groups.) The program stresses basic concepts, vocabulary development through categorization and sensory experiences, and many opportunities to practice verbal skills with peers. (DB)

A typology of classroom exercises according to the functions they serve in teaching textual and discourse competence and focusing more on the text than on the sentence is proposed. (MSE)

Instruction in business letter-writing, particularly in the context of the business French course, is discussed. First, the kinds of business communications (face-to-face, print, and electronic) currently used are surveyed briefly, and a taxonomy of the content of business communication is presented. Conventions of French business letters are then…

Techniques to help students with language deficiencies include teacher-prepared aids to help individual work, such as marginal glosses, vocabulary guides, cued text, and advance organizers. Teacher-directed group activities include the structured overview, use of semantic webs, use of the language experience approach, and attribute/classification…

Poster and group activities help students understand the concept of wetlands. Activities involve students in classifying, defining, and depicting wetlands. (MDH)