The Word Frequency Dictionary can help to:
- Predict L2 student’s reading comprehension by grade
- Provide vocabulary guidelines for textbook writing and reading material selection
- Inform the development of assessments
The principal goal of the Mandarin Institute-Loyola Marymount University (LMU) STARTALK Infrastructure Building the K-5 Word Frequency Dictionary for Assessing Early Literacy is to build the foundation for early Chinese reading instruction by creating lexiled vocabulary levels and assessments.
Given the lack of assessments, measures and tools to support teachers in selecting grade-level reading materials and texts appropriate in a variety of Chinese immersion programs, the first baseline word frequency dictionary for K-5 Chinese L2 learners has been developed. These leveled lists can be used to determine text difficulty of a particular literature or informational reading materials/texts along with an online searchable database tool. Together, the word lists and searchable database can be used to support teachers in the design of literacy instruction that addresses their students’ reading levels.
One of the challenges that Chinese language teachers face in teaching content vocabulary is that there are very few vocabulary assessments that can inform instruction and measure vocabulary growth because prior to our 2015 Infrastructure grant, high frequency words for Chinese L2 learners were not readily defined nor was there a clear way to identify Tier 1, 2 and 3 vocabulary and thus there are no assessments that directly tie to them. For our 2016 Infrastructure grant we developed a collection of contextualized character and vocabulary recognition assessments and one reading assessment by grade that can more accurately track students’ vocabulary growth across the curriculum aligned to the WFD, ACTFL and content standards and prove reliability of the K-5 Word Frequency Dictionary.
To access the online word frequency dictionary and word lists go to: www.MandarinInstitute.org/K-5 WFD
Grade K-5 Chinese Assessments - Character, Vocabulary and Reading Comprehension Assessments
ACTFL Final Report - This will be used to develop Reading Comprehension Assessments in 2017
|GRADE||WORDS FROM LOWER GRADE(S)||NEW WORDS||TOTAL
=WORDS FROM LOWER GRADE(S) +NEW WORDS
- The Learning Experience
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- Standard-Based Curriculum
- Target Language