VocabularyVocabulary InstructionInstruction
Foundations
1 ObjectivesObjectives
¾¾ ToTo understandunderstand thethe importanceimportance ofof vocabularyvocabulary inin termsterms ofof readingreading achievementachievement andand schoolschool successsuccess ¾¾ ToTo understandunderstand thethe vocabularyvocabulary gapgap andand exploreexplore waysways thatthat teachersteachers cancan helphelp closeclose thatthat gapgap ¾¾ ToTo reviewreview researchresearch--basedbased activitiesactivities thatthat makemake aa difference!difference!
2 TheThe ResearchResearch
¾¾ Dr.Dr. JoeJoe TorgesenTorgesen www.fcrr.comwww.fcrr.com
¾¾ Dr.Dr. IsabelIsabel BeckBeck BringingBringing WordsWords toto LifeLife ElementsElements ofof VocabularyVocabulary
¾¾ Dr.Dr. RobertRobert MarzanoMarzano BuildingBuilding BackgroundBackground KnowledgeKnowledge AcademicAcademic VocabularyVocabulary
3 fcrr.orgfcrr.org --Materials:Materials: KK--11 AA ProfessionalProfessional DevelopmentDevelopment DVDDVD andand 33 Books:Books:
1.1. PhonologicalPhonological AwarenessAwareness andand PhonicsPhonics StudentStudent CenterCenter ActivitiesActivities 2.2. Fluency,Fluency, Vocabulary,Vocabulary, andand ComprehensionComprehension StudentStudent CenterCenter ActivitiesActivities 3.3. TeacherTeacher ResourceResource GuideGuide toto accompanyaccompany thethe professionalprofessional developmentdevelopment DVDDVD
4 StartingStarting OutOut…… NAEP National Assessment of Educational Progress (1998)
30% of the 60%
5% Can read at start of school 20-35% Find learning to read 60% fairly easy Find learning to read challenging Experience extreme difficulties
Source: 5 What’s Vocabulary?
6 VocabularyVocabulary KnowledgeKnowledge Learning, as a language based activity, is fundamentally and profoundly dependent on vocabulary knowledge. Learners must have access to the meanings of words that teachers, or their surrogates (e.g., other adults, books, films, etc.), use to guide them into contemplating known concepts in novel ways (i.e., to learn something new).
Baker, Simmons, & Kame'enui, 1998
7 TheThe ImportanceImportance ofof VocabularyVocabulary
TheThe importanceimportance ofof vocabularyvocabulary knowledgeknowledge toto schoolschool successsuccess,, inin general,general, andand readingreading comprehension,comprehension, inin particular,particular, isis widelywidely documented.documented.
Becker, 1977; Anderson & Nagy, 1991 ¾¾ VocabularyVocabulary GapGap
9 Reading and the Brain Broca’s area Inferior frontal gyrus Parieto-temporal (articulation/word (word analysis) analysis)
anterior posterior
Occipito-temporal (word form)
10 ClosingClosing thethe AchievementAchievement GapGap
ItIt isis nownow wellwell acceptedaccepted thatthat thethe chiefchief causecause ofof thethe achievementachievement gapgap betweenbetween socioeconomicsocioeconomic groupsgroups isis aa languagelanguage gapgap..
--E.D.E.D. HirschHirsch 20032003
11 UnderstandingUnderstanding thethe LanguageLanguage GapGap ¾ HighHigh knowledgeknowledge 3rd3rd gradersgraders havehave vocabulariesvocabularies equalequal toto lowlow performingperforming 12th12th graders.graders. ¾ TopTop highhigh schoolschool seniorsseniors knowknow 44 timestimes thethe wordswords ofof lowerlower performingperforming classmates.classmates. ¾ 1st1st gradegrade studentsstudents fromfrom highhigh SESSES groupsgroups knowknow aboutabout twicetwice asas manymany wordswords asas lowerlower SESSES students.students. ¾ StudentsStudents needneed toto learnlearn anan estimatedestimated 40004000--50005000 newnew wordswords eacheach year.year. ¾ VocabularyVocabulary atat thethe endend ofof 1st1st gradegrade isis aa surprisingsurprising indicatorindicator ofof highhigh schoolschool readingreading achievement.achievement.
12 StagesStages ofof ReadingReading DevelopmentDevelopment PREALPHABETIC Pre-k or PRELITERATE STOP
PARTIAL or EARLY cat fog Late k to ALPHABETIC pet bin early grade 1 FULL or LATE street rake Late grade 1 to ALPHABETIC sang turn early grade 2 CONSOLIDATED un-re-li-a-ble Late grade 2 ALPHABETIC or ORTHOGRAPHIC un-reli-able Grade 3+
13 Source: WRFFTAC 2005 Ehri 1995, Moats 2000 MeaningfulMeaningful DifferencesDifferences
Actual Differences in Quantities of Words Heard In a typical hour, the average child would hear: Welfare: 616 words Working Class: 1,251 words Professional: 2,153 words Actual Differences in Quality of Words Heard Welfare: 5 affirmations, 11 prohibitions Working Class: 12 affirmations, 7 prohibitions Professional: 32 affirmations, 5 prohibitions
Hart & Risley 1995, 2002
14 MeaningfulMeaningful DifferencesDifferences
Words Words Words heard in heard in heard 4 years a 100-hour a 5,200 per hour week hour year
Welfare 616 62,000 3 million 13 million
Working 1,251 125,000 6 million 26 million Class
Professional 2,153 215,000 11 million 45 million
Hart & Risley 1995, 2002
15 Variation in the Amount of Independent Reading Percentile Minutes Per Day Words Read Per Year Rank Books Text Books Text 98 65.0 67.3 4,358,000 4,733,000 90 21.2 33.4 1,823,000 2,357,000 80 14.2 24.6 1,146,000 1,697,000 70 9.6 16.9 622,000 1,168,000 60 6.5 13.1 432,000 722,000 50 4.6 9.2 282,000 601,000 40 3.2 6.2 200,000 421,000 30 1.8 4.3 106,000 251,000 20 0.7 2.4 21,000 134,000 10 0.1 1.0 8,000 51,000 2 0 0 0 8,000
16 R.C. Anderson, 1992 ImportanceImportance ofof IndependentIndependent ReadingReading ResearchResearch hashas shownshown thatthat childrenchildren whowho readread eveneven tenten minutesminutes aa dayday outsideoutside ofof schoolschool experienceexperience substantiallysubstantially higherhigher ratesrates ofof vocabularyvocabulary growthgrowth betweenbetween secondsecond andand fifthfifth gradegrade thanthan childrenchildren whowho dodo littlelittle oror nono reading.reading.
17 Anderson & Nagy, 1992 PartnerPartner activity:activity: TheThe GAPGAP keepskeeps gettinggetting bigger!!bigger!!
¾¾ DiscussDiscuss howhow thisthis informationinformation maymay influenceinfluence youryour instructionalinstructional decisions.decisions.
18 HowHow ManyMany WordsWords DoDo PeoplePeople Know?Know? ¾ThereThere areare roughlyroughly 88,70088,700 wordword familiesfamilies usedused inin booksbooks upup toto 1212th grade.grade. ¾AboutAbout halfhalf thethe wordswords wewe readread areare thethe 107107 wordswords ofof highesthighest frequency.frequency. AnotherAnother 5,0005,000 wordswords accountaccount forfor thethe nextnext 45%,45%, soso thatthat 95%95% ofof thethe texttext wewe readread consistsconsists ofof aboutabout 5,1005,100 differentdifferent wordswords (Adams,(Adams, 1990).1990).
Steven Stahl, 1999
19 ¾ 300300--500500 wordswords perper yearyear cancan reasonablyreasonably bebe taughttaught throughthrough directdirect instructioninstruction ((88--1010 wordswords perper week,week, 5050 weeksweeks perper year).year). ¾ MostMost ofof thesethese newnew wordswords learnedlearned mustmust comecome fromfrom contextcontext (Sternberg,(Sternberg, 1987).1987). ¾ ELLELL studentsstudents relyrely moremore heavilyheavily onon directdirect instruction.instruction.
20 ¾¾VocabularyVocabulary InstructionInstruction
21 EffectiveEffective InstructionInstruction
¾¾KeyKey ingredientsingredients ofof successfulsuccessful vocabularyvocabulary developmentdevelopment involvesinvolves thethe teachingteaching ofof specificspecific wordswords ANDAND providingproviding directdirect instructioninstruction inin wordword learninglearning strategies.strategies.
22 TheThe FourFour PeasPeas ofof VocabularyVocabulary
ProvideProvide opportunitiesopportunities forfor readingreading widewide andand readingreading volumevolume withwith accountability.accountability. PrePre--viewview thethe texttext toto determinedetermine whichwhich wordswords toto teach.teach. PrePre--teachteach meaningfulmeaningful wordswords andand phrasesphrases.. ProvideProvide directdirect instructioninstruction andand multiplemultiple exposuresexposures ofof thethe vocabularyvocabulary inin reading,reading, writing,writing, listeninglistening andand speaking.speaking.
23 VocabularyVocabulary instructioninstruction isis NOTNOT justjust…… ¾¾ TeachingTeaching DolchDolch wordswords ¾¾ TeachingTeaching decodingdecoding ¾¾ GuessingGuessing thethe meaningmeaning ofof aa wordword inin aa sentencesentence
24 VocabularyVocabulary InstructionInstruction-- WordsWords areare learnedlearned directlydirectly…… ¾¾ ExplicitExplicit instructioninstruction
z ConstructingConstructing definitionsdefinitions
z AnalyzingAnalyzing wordword structurestructure
z ExploringExploring wordword relationshipsrelationships ¾¾ MultipleMultiple exposuresexposures andand examplesexamples ¾¾ HighHigh readingreading volumevolume andand languagelanguage volumevolume ¾¾ SchoolSchool LanguageLanguage -- AdultAdult TalkTalk
25 WordsWords areare learnedlearned IndirectlyIndirectly
¾¾ ListeningListening toto storiesstories ¾¾ TeacherTeacher languagelanguage ¾¾ IndependentIndependent readingreading ¾¾ ListeningListening toto adultadult talktalk
26 Words are learned indirectly… ¾¾ RarityRarity andand varietyvariety ofof wordswords foundfound inin childrenchildren’’ss booksbooks isis greatergreater thanthan thatthat foundfound inin adultadult conversation!conversation!
¾¾ MoreMore wordswords areare learnedlearned throughthrough readingreading thenthen fromfrom spokenspoken language.language.
¾¾ SoSo read,read, read,read, read!!!!!read!!!!!
27 ¾¾ VocabularyVocabulary growthgrowth positivelypositively affectsaffects comprehensioncomprehension
28 VocabularyVocabulary affectsaffects comprehensioncomprehension ¾¾ VocabularyVocabulary knowledgeknowledge isis directlydirectly relatedrelated toto comprehensioncomprehension ¾¾ IncreasedIncreased vocabularyvocabulary instructioninstruction increasesincreases comprehensioncomprehension moremore thanthan anyany otherother interventionintervention ¾¾ FluentFluent wordword recognitionrecognition affectsaffects comprehensioncomprehension
29 WhatWhat isis neededneeded forfor usus toto understandunderstand this?this? ¾ OneOne faradfarad isis aa veryvery largelarge capacitance.capacitance. InIn manymany applicationsapplications thethe mostmost convenientconvenient unitsunits ofof capacitancecapacitance areare microfaradmicrofarad andand thethe picofaradpicofarad.. ForFor anyany capacitorcapacitor inin vacuumvacuum thethe capacitancecapacitance CC dependsdepends onlyonly onon thethe shapes,shapes, dimensionsdimensions andand separationseparation ofof thethe conductorsconductors thatthat makemake upup thethe capacitor.capacitor. IfIf thethe conductorconductor shapesshapes areare moremore complexcomplex thanthan thosethose ofof thethe parallelparallel--plateplate capacitor,capacitor, thethe expressionexpression forfor capacitancecapacitance isis moremore complicated.complicated.
30 WhatWhat diddid youyou learn?learn?
¾¾ WhatWhat wouldwould youyou needneed inin orderorder toto understandunderstand thisthis paragraph?paragraph?
31 WhoWho motivatedmotivated youyou toto read,read, andand howhow diddid theythey dodo it?it?
32 VocabularyVocabulary Instruction:Instruction: GiveGive ThemThem aa WorldWorld ofof WordsWords 1.1. ReadingReading Volume/ReadingVolume/Reading WideWide Independent reading and guided reading 2.2. HighHigh--qualityquality classroomclassroom languagelanguage School-wide adult language and classroom/school expectations 3. ReadingReading aloudaloud toto studentsstudents Repeated reading 4. Direct,Direct, explicitexplicit vocabularyvocabulary instructioninstruction Multiple and varied exposure and practice 5.5. StructuralStructural AnalysisAnalysis-- rootsroots andand suffixessuffixes
33 VocabularyVocabulary InstructionInstruction
Word-LearningWord-Learning SpecificSpecific WordWord StrategiesStrategies InstructionInstruction Methods of Teaching StrategiesStrategies Taught Taught Methods of Teaching
DirectDirect Word ContextContext Word DefinitionsDefinitions Analogies Structure Analogies CluesClues Structure
Independent Categorizing Independent WordWord MappingMapping Categorizing Reading Reading ConsciousnessConsciousness AndAnd ClassifyingClassifying StructuralStructural SynonymsSynonyms AnalysisAnalysis AntonymsAntonyms Homonyms Homonyms MultipleMultiple 34 MeaningMeaning Words Words VocabularyVocabulary InstructionInstruction BasedBased OnOn ResearchResearch BringingBringing WordsWords toto LifeLife Isabel Beck M. McKeown L. Kucan Guilford Press
35 Teaching and Modeling Independent Word Learning Wide Strategies Reading
Components of Effective Direct Vocabulary Teaching of Instruction Specific High-Quality Words Oral Language
Word Consciousness LeastLeast EffectiveEffective StrategiesStrategies
¾ copyingcopying definitionsdefinitions ¾ writingwriting sentencessentences ¾ memorizingmemorizing definitionsdefinitions fromfrom aa vocabularyvocabulary studystudy sheetsheet ¾ askingasking studentsstudents toto useuse contextcontext forfor unknownunknown wordswords whenwhen therethere isis littlelittle contextualcontextual supportsupport
37 MostMost EffectiveEffective StrategiesStrategies
¾ direct,direct, explicitexplicit instructioninstruction ofof wordswords inin contextcontext ¾ usingusing simplesimple conceptualconceptual mapsmaps ¾ teachingteaching specificspecific contextcontext cluesclues ¾ selectingselecting meaningfulmeaningful wordswords toto teachteach ¾ increasingincreasing independentindependent readingreading ¾ directlydirectly teachingteaching wordword learninglearning strategiesstrategies ¾ connectingconnecting newnew concepts/meaningsconcepts/meanings toto existingexisting knowledgeknowledge basebase
38 Impact of Direct Vocabulary Instructio
90 83 80 70 62 60 50 50 40 30 Percentile rank on test 20 10 0 No vocabulary instruction Direct vocabulary instruction Direct vocabulary instruction (effect size = .32) on words related to content (effect size = .97)
Source: Based on data in Stahl & Fairbanks, 1986 Building Background Knowledge for Academic Achievement, Robert Marzano 39 ActivityActivity-- Think,Think, Pair,Pair, ShareShare
¾ HowHow manymany exposuresexposures onon aa wordword shouldshould bebe provided?provided? ¾ ListList somesome waysways youyou alreadyalready provideprovide directdirect explicitexplicit vocabularyvocabulary instructioninstruction ¾ ListList somesome waysways youyou provideprovide forfor ongoingongoing practicepractice andand multiplemultiple exposuresexposures
40 VocabularyVocabulary instructioninstruction
¾ BeforeBefore readingreading
z Select and pre-teach meaningful words ¾ DuringDuring readingreading
z Repeated exposure to words
z Incidental learning
z Interacting with rich text ¾ AfterAfter readingreading
z Enhance vocabulary through connections (graphic organizers, active involvement with words, center activities…)
z Create a system to monitor and encourage utilization
z Word Walls
z Vocabulary Books/ Key chains
41 Isabel Beck’s Three Tier Module for choosing vocabulary words from text.
Low Frequency Words Technical Words Tier 3
Words to Teach High Frequency Tier 2 High Utility
Known, Common words Tier 1
42 TiersTiers ofof wordswords (Beck & McKewon, 1985) ¾ Tier 1
z Basic vocab- happy, talk, cold
z Clearly important- especially for ELLs and very naïve learners
z Easy, decodable and already familiar
z Connected with prior knowledge ¾ Tier 2
z High frequency – avoid, fortunate, industrious
z Play a large role in verbal functioning across a variety of domains
z Necessary to understanding… GENERALIZABLE
z Goal for instruction – aim to teach 300-500 words per year!!!! ¾ Tier 3
z Low frequency
z May be specific to domains (e.g. isotope)
z Instruct when need arises
43 PPartnerartner AActivityctivity-- TierTier 1,2,31,2,3 SortSort
¾ SortSort wordswords intointo TiersTiers 11--22--33 ¾ DiscussDiscuss howhow youyou chosechose toto teachteach youryour TierTier 22 wordswords
--TheThe desertdesert waswas barrenbarren ofof anyany scrub.scrub. TheThe boyboy waswas hopinghoping toto seesee cacticacti andand tumbleweed.tumbleweed.
--LoritaLorita practicedpracticed herher cartwheelscartwheels inin gymnasticsgymnastics class.class. --AA caterpillarcaterpillar changeschanges intointo aa pupapupa beforebefore
becomingbecoming aa butterfly.butterfly. 44 YourYour turnturn
¾ CreateCreate aa groupgroup ofof 33 –– 44 peoplepeople whowho havehave thethe samesame coloredcolored starstar asas you.you. ¾ SortSort thesethese vocabularyvocabulary wordswords intointo TierTier 1,2,31,2,3 ¾ BeBe preparedprepared toto shareshare youryour thoughtthought process.process. ¾ AreAre wewe allall inin agreement?agreement? *Why*Why oror WhyWhy not?not? WhatWhat doesdoes aa teacherteacher’’ss instructionalinstructional decisionsdecisions dependdepend upon?upon?
45 scurryscurry reignreign feastfeast happyhappy huntsmanhuntsman moonmoon delighteddelighted workwork amusingamusing convinceconvince littlelittle marshmarsh burrowburrow impatientimpatient warmwarm noblenoble clockclock shawlshawl exhaustedexhausted hearhear gliderglider brightbright storystory reluctantreluctant shipship thicketthicket angryangry appropriateappropriate timidtimid continentcontinent
46 FeedbackFeedback
ScurryScurry –– 22 ReignReign –– 33 FeastFeast –– 22
HappyHappy -- 11 HuntsmanHuntsman –– 33 MoonMoon –– 11
DelightedDelighted –– 22 WorkWork –– 11 AmusingAmusing --22
ConvinceConvince –– 22 LittleLittle -- 11 MarshMarsh -- 33
BurrowBurrow –– 33 InpatientInpatient --22 WarmWarm --11
47 NobleNoble --33 ClockClock --11 ShawlShawl-- 33
ExhaustedExhausted –– 22 EarEar --11 GliderGlider --33
BrightBright --11 StoryStory --11 ReluctantReluctant --22
ShipShip --11 ThicketThicket --33 AngryAngry –– 11
AppropriateAppropriate –– 22 TimidTimid --22 ContinentContinent --33
48 TwoTwo TypesTypes ofof VocabularyVocabulary InstructionInstruction
9Teaching Specific Words 9Word Learning Strategies
49 StepsSteps inin ExplicitExplicit StrategyStrategy InstructionInstruction
¾ DirectDirect explanationexplanation
¾ ModelingModeling
¾ GuidedGuided practicepractice
¾ FeedbackFeedback
¾ ApplicationApplication
50 TeachingTeaching specificspecific wordswords ¾ PreparationPreparation z Select Tier 1,2,3 words
¾ InstructInstruct onon TierTier 22 wordswords z Model decoding strategies z Teach student friendly definitions z Use sentence stems and critical thinking questions z Help students make personal connections z Model context clues in text z Integrate multiple exposures z Monitor for its use
¾ FollowFollow--upup andand continualcontinual reviewreview .... AndAnd therethere’’ss moremore
51 PreparationPreparation SelectSelect TierTier 11--22--33
¾¾ TheThe enormousenormous wolfwolf howledhowled forfor joy.joy. ItIt waswas winterwinter seasonseason andand hehe waswas hungry.hungry. AsAs aa terrifiedterrified mousemouse huddledhuddled underunder aa nearbynearby bush,bush, hehe couldcould hearhear thethe wolfwolf sniffingsniffing thethe airair asas hehe prowledprowled nearby.nearby. TheThe fearlessfearless mousemouse waswas curiouscurious aboutabout whatwhat thethe ferociousferocious wolfwolf waswas goinggoing toto dodo next.next.
52 TierTier 22-- II dodo it.it. WeWe dodo it.it. YouYou dodo itit ExplicitExplicit instructioninstruction ¾ TouchTouch thethe wordword ((oror somesome cuecue)) ¾ ThisThis wordword isis enormousenormous ¾ SaySay itit withwith meme enormousenormous ¾ WhatWhat wordword everyoneeveryone…….... (enormous(enormous)) ¾ EnormousEnormous meansmeans veryvery largelarge.. ¾ WhatWhat doesdoes enormousenormous mean?mean? (very(very large)large) ¾ WhatWhat doesdoes veryvery largelarge meanmean?? (enormous)(enormous)--FlipFlip flopflop ¾ TellTell youryour partnerpartner somethingsomething thatthat isis enormousenormous inin thisthis room.room. ¾ UseUse itit inin aa sentencesentence stem.stem. PersonalizePersonalize it.it. AskAsk questions.questions. 53 TierTier 22-- II dodo it.it. WeWe dodo it.it. YouYou dodo itit ExplicitExplicit instructioninstruction--terrifiedterrified
¾ Touch the word (or some cue) ¾ This word is ______¾ Say it with me ______¾ What word, everyone?….. (response) ¾ ______means ______. ¾ What does ______mean? (response) ¾ (Flip Flop) And What does ______mean? (response) ¾ Tell your partner ……. ¾ Use it in a sentence stem. Make personal connections ¾ Ask critical think questions yes/no/why
54 ferociousferocious
¾ Touch the word (or some cue) ¾ This word is ______¾ Say it with me ______¾ What word, everyone?….. (response) ¾ ______means ______. ¾ What does ______mean? (response) ¾ Flip Flop And What does ______mean? (response) ¾ Listen to this sentence… say it with me.. ¾ What’s another way of saying.. Repeat sentence. ¾ Use it in a sentence stem. Make personal connections ¾ Ask critical think questions yes/no/why
55 PartnerPartner ActivityActivity TeachTeach thethe wordword huddledhuddled
¾ Touch the word (or some cue) ¾ This word is ______¾ Say it with me ______¾ What word, everyone?….. (response) ¾ ______means ______. ¾ What does ______mean? (response) ¾ Flip Flop And What does ______mean? (response) ¾ Tell your partner ……. ¾ Use it in a sentence stem. Make personal connections ¾ Ask critical think questions yes/no/why
56 CorrectionCorrection procedureprocedure
¾ AlwaysAlways leaveleave youryour studentsstudents withwith thethe correctcorrect response!!!response!!!
z See,See, hear,hear, saysay andand possiblypossibly writewrite
¾ 1.1. TellTell thethe answeranswer --ThatThat wordword isis enormousenormous ¾ 2.2. AskAsk -- WhatWhat word?word? ¾ 3.3. RepeatRepeat --EnormousEnormous means.means. (very(very largelarge)) ¾ 4.4. CheckCheck --WhatWhat doesdoes enormousenormous mean?mean?
57 ExamplesExamples andand NonNon--examplesexamples StudentsStudents saysay oror gesturegesture…… YesYes oror NoNo EnormousEnormous
z Would an ant be enormous?
z Is a rocket ship enormous? ShowShow picturespictures ofof examplesexamples andand nonnon examplesexamples
z Is this land barren? Why or why not? ActAct outout examplesexamples Show us enormous arms ClassificationClassification
z Name some things that are Name some things that aren’t
58 ExamplesExamples andand NonNon--examplesexamples
AskAsk Questions..YesQuestions..Yes oror NoNo andand Why?Why? ShowShow picturespictures ofof examplesexamples andand nonnon examplesexamples ActAct outout examples/nonexamples/non--examplesexamples ClassificationClassification…… NameName somesome thingsthings thatthat areare NameName somesome thingsthings thatthat arenaren’’tt
59 YourYour turnturn
¾¾ ThinkThink ofof somesome examplesexamples andand nonnon-- examplesexamples for:for:
z FerociousFerocious
z TerrifiedTerrified
z HuddledHuddled
60 ExpandingExpanding meaningsmeanings
¾¾ ElaborateElaborate onon wordswords thatthat havehave manymany meaningsmeanings ¾¾ SeasonSeason hashas differentdifferent meanings.meanings. InIn ourour storystory itit meansmeans timetime ofof year.year. ¾¾ CanCan youyou thinkthink ofof otherother meaningsmeanings forfor thethe wordword seasonseason?? (spice)(spice) ¾¾ TellTell youryour partnerpartner whatwhat seasonseason means.means.
61 62 MappingMapping andand graphicgraphic organizersorganizers
¾¾ EspeciallyEspecially helpfulhelpful forfor ELLsELLs ¾ ShowShow relationshipsrelationships betweenbetween wordswords ¾ IntroduceIntroduce ¾ UseUse ¾ GuideGuide ¾ ReviewReview ¾ UseUse chartchart asas aa tooltool toto guideguide summarysummary ofof thethe contentcontent
63 Word/ConceptWord/Concept SortSort ClosedClosed wingswings leavesleaves spiderspider furfur stemstem flowerflower foodfood barkbark antennaantenna
PlantsPlants AnimalsAnimals InsectsInsects
64 SemanticSemantic FeatureFeature Analysis:Analysis: MammalsMammals term Born alive Breathe Fur air dog + + + cat + + + snake + - --
65 VennVenn DiagramDiagram
mouse dog
squeaks fur barks little tail big or whiskers little
66 Word/ConceptWord/Concept SortSort YourYour TurnTurn ChooseChoose themesthemes fromfrom youryour storiesstories andand createcreate aa wordword sortsort
67 FurtherFurther deependeepen understandingunderstanding ofof meaningmeaning ofof wordword andand howhow itit relatesrelates toto otherother wordswords ¾¾ AntonymsAntonyms andand scalingscaling (act #* Moates)
z Gradable antonyms: tiny-----enormous
z Complementary antonyms: dead----alive
z Gradable antonyms lends themselves to caling of terms to show degrees of an attribute
Å------Æ putrid foul stinky unpleasant scented fragrant intoxicating
68 WordWord ScaleScale
ColdCold IcyIcy
CoolCool
ChillyChilly
WarmWarm
SizzlingSizzling
HotHot
69 WordWord mapmap
A n s to n m y y m n o s n y S target word
Analogies
70 Activity:Activity: CreateCreate anan organizerorganizer forfor eacheach ¾¾ WordWord scale:scale: SmallSmall--largelarge
¾¾ WordWord map:map: EmbellishedEmbellished
¾¾ SemanticSemantic featurefeature map:map: Baseball,Baseball, football,football, basketballbasketball
71 WordWord--LearningLearning StrategiesStrategies CommonlyCommonly TaughtTaught
ContextContext cluesclues
WordWord structurestructure
SyntacticSyntactic cluesclues
72 ContextContext CluesClues
¾ The deer would be able to eat all they wanted in the meadow, for there was an abundance of grass.
z Why would the deer be able to eat all they wanted?
z How much grass must be in the meadow?
z So, what do you think abundance means? “Enough for everyone”
z Yes, abundance means enough for everyone. ¾ When the lamp fell over and crashed on the floor, my sister screamed, my friend started running in the hall, and the dog started barking. My dad hollered, “What’s all that commotion?”
z …So, what do you think commotion means?
z Yes, commotion means…
73 ¾ Word Association: Pairing a known word with the new word that was just learned.
z Which word goes with commotion?
¾ Personal Connections Have you ever…? Helps students understand that they have a place for the word in their vocabularies.
z Describe a time when you might have been a part of a commotion. ¾ Idea Completions (sentence stems)
z Something that is ______is a commotion
z Someone who…..
Critical Thinking Questions Yes/No/ Why Beck, McKeown, Kucan, 2002
74 SentenceSentence StemsStems
UsingUsing thethe phrases,phrases, SomeoneSomeone whowho…… oror SomethingSomething thatthat…… forcesforces studentsstudents toto describedescribe thethe word.word.
StudentStudent Examples:Examples: hospitable,hospitable, unintentionallyunintentionally SomeoneSomeone whowho isis hospitablehospitable wouldwould makemake meme feelfeel veryvery welcomedwelcomed inin theirtheir home.home. AnAn exampleexample wouldwould bebe…… SomethingSomething thatthat isis donedone unintentionallyunintentionally wouldwould bebe donedone byby mistakemistake oror withoutwithout muchmuch thoughtthought oror purpose.purpose. AnAn exampleexample wouldwould bebe……
75 YourYour TurnTurn--
¾¾ WithWith aa partner,partner, comecome upup withwith descriptionsdescriptions forfor thethe followingfollowing wordswords usingusing ¾¾ SomeoneSomeone whowho…… oror SomethingSomething thatthat……
forlornforlorn inheritanceinheritance microscopicmicroscopic detestdetest
76 CriticalCritical ThinkingThinking QuestionsQuestions
¾ CriticalCritical thinkingthinking questionsquestions useuse oneone oror severalseveral vocabularyvocabulary wordswords andand cancan bebe answeredanswered Yes/NoYes/No and/orand/or Why?Why? Examples:Examples: ¾ WouldWould shoutingshouting outout bebe anan exampleexample ofof inappropriateinappropriate behavior?behavior? ¾ WouldWould youyou hesitatehesitate toto telltell someonesomeone aa secret?secret?
77 CreateCreate CriticalCritical ThinkingThinking QuestionsQuestions
¾ TwoTwo oror moremore wordswords usedused
WouldWould youyou feelfeel forlornforlorn ifif someonesomeone saidsaid theythey detesteddetested youryour outfit?outfit? Yes/NoYes/No andand Why?Why? TryTry itit…… assistanceassistance uncomfortableuncomfortable immediateimmediate emergencyemergency
78 HowHow toto TeachTeach Words:Words: AA SevenSeven--StepStep ProcessProcess
1. Directly Teach It and Show It 2. Students Restate It and Act It Out 3. Students Picture It/ Draw It 4. Students and Teacher Use It 5. Students Discuss It 6. Students Review It 7. Teacher Monitors It and Utilizes Word Walls
79 GamesGames adapted from Lively, August, Carlo & Snow, 2003
¾ Charades
z Act Out A Target Word’s Meaning ¾ Word Bee
z Work together to define the target word and present definition to classmates ¾ Word substitution
z Team mates replace a target word in a sentence with another word that means the same thing ¾ Word guess
z Guess the word with fewest clues possible
z I’m thinking of a word
z Who has.. I have
80 SuggestedSuggested activitiesactivities
¾¾ WordWord wallwall ¾¾ Prefix/suffix/basePrefix/suffix/base wordword treestrees ¾¾ VocabularyVocabulary definitiondefinition postersposters ¾¾ GameGame-- WordsWords ofof thethe weekweek…… KeepKeep visualvisual talliestallies ofof useuse ofof wordswords duringduring classclass ¾¾ BingoBingo ¾¾ MatchingMatching
81 TeachTeach vocabularyvocabulary allall dayday longlong
¾¾ ThenThen……
z helphelp childrenchildren useuse thethe newnew wordswords inin oraloral andand writtenwritten languagelanguage
z buildbuild motivationmotivation andand excitementexcitement forfor independentindependent wordword studystudy
z developdevelop monitoringmonitoring systemssystems
82 IndicatoIndicatorr’’ss ofof EffectiveEffective InstructionInstruction
Are the words for the selection posted with yes no student friendly definitions?
Is a word wall present in the classroom? yes no
Is the word wall and posted vocabulary yes no accessible for student use?
Are word learning strategies posted? yes no
Does the teacher reference posted resources? yes no
83 ObservingObserving Instruction~Instruction~ IntroductionIntroduction ofof WordsWords ¾ Does the teacher use a DIRECT INSTRUCTION method to introduction new words? (Teach, Model, Practice, and Apply) ¾ Are the words chosen appropriate for instruction~Tier 2? ¾ Does the teacher provide a variety of examples to allow students to interact with the words? ¾ Does the teacher allow for whole group, active participation when interacting with the words? ¾ Is evidence of use of the language arts transparency apparent? ¾ Are students given activities for concept mapping? ¾ Do students show evidence of ‘understanding’ when interacting with the words? ¾ Does teacher assess word knowledge acquisition? ¾ Does teacher monitor for the use of words?
84 DeepeningDeepening childrenchildren’’ss understandingunderstanding ofof wordswords
z Goal 1 is to enhance children’s understanding or definition of the word
z Goal 2 is to deepen children’s understanding of how the word relates to other known words • In other words, to build file labels for their mental filing cabinet of words
z Goal 3 is to help children use the new words in oral and written language
z Goal 4 is to build motivation and excitement for independent word study and monitor their use.
85 GoalGoal :: enhanceenhance definitiondefinition ofof aa
MakingMaking DefinitionsDefinitions wordword
¾¾ AA darkroomdarkroom isis aa roomroom forfor developingdeveloping photographsphotographs thatthat hashas veryvery dim,dim, specialspecial lightlight andand runningrunning waterwater..
¾¾ ToTo plunderplunder isis toto robrob oror pillagepillage,, usuallyusually byby anan invadinginvading oror conqueringconquering group.group.
86 GoalGoal :: buildbuild categoricalcategorical knowledgeknowledge Categorizing Words 1. Sort the words into categories and subcategories. 2. Can you show or represent your categorical knowledge in a “mind map” or graphic organizer? 3. Reflect: What did you need to know to accomplish the task? (Note for K-2, you may wish to use picture cards or objects or allow students to draw a response in an organizer)
87 GoalGoal :: getget childrenchildren toto useuse newnew wordswords inin oraloral andand writtenwritten languagelanguage
WordWord substitutionsubstitution activityactivity adapted from Lively, August, Carlo &
Snow, 2003 ¾¾ TheThe sunsun waswas brilliantbrilliant thisthis afternoon.afternoon. ¾¾ II camecame inin fromfrom recessrecess grudginglygrudgingly.. ¾¾ BecauseBecause ofof thethe smilesmile onon hishis faceface II knewknew hehe mustmust havehave beenbeen delighteddelighted thatthat II came.came.
88 TheThe greatestgreatest dangerdanger forfor mostmost ofof usus isis notnot thatthat ourour aimaim isis tootoo highhigh andand wewe missmiss it,it, butbut thatthat itit isis tootoo lowlow andand wewe reachreach it.it. MichelangeloMichelangelo
89 LastLast activityactivity
¾¾ ChooseChoose threethree toto fourfour wordswords fromfrom thethe youryour material.material. ¾¾ UsingUsing thethe template,template, designdesign aa planplan ofof instructioninstruction forfor eacheach word.word. ¾¾ BeBe preparedprepared toto teachteach oneone wordword toto youryour tabletable group.group. ¾¾ UsingUsing thethe carboncarbon paper,paper, writewrite thethe planplan forfor oneone ofof youryour wordswords toto bebe submittedsubmitted toto thethe CRF.CRF.
90 91 92 TeachingTeaching ScriptScript
¾ ThisThis wordword isis ______What______What word?word? ¾ ______means______means ______¾ WhatWhat doesdoes ______mean?______mean? FlipFlip FlopFlop ¾ ListenListen toto thisthis sentencesentence………….. ¾ SomeoneSomeone whowho oror somethingsomething thatthat…….. DescribeDescribe itit ¾ WhatWhat’’ss anotheranother waswas ofof sayingsaying (repeat(repeat sentence)sentence) ¾ FlipFlip FlopFlop ¾ PersonalizedPersonalized thinkingthinking questionquestion
93 StructuralStructural AnalysisAnalysis
(adapted(adapted fromfrom AndersonAnderson && Nagy,Nagy, 1992)1992) ¾ ChildrenChildren encounterencounter thethe wordword ““unfruitfulunfruitful”” inin texttext
¾ HereHere’’ss aa wordword II havenhaven’’tt seenseen before.before. TheThe firstfirst thinkthink II’’llll dodo isis seesee whetherwhether therethere areare anyany partsparts II knowknow root,root, prefix,prefix, suffix.suffix. OkOk II seesee II cancan dividedivide itit intointo
z “un” which means not,
z “fruit”, and
z “ful” which means full of
94 WordWord syntaxsyntax –– multiplemultiple meaningsmeanings ¾ Definition of word as it’s used in passage ¾ Present
z Gift- I got a present today.
z Right now- Newspapers write about the present.
z To give- I present you with an award. ¾ Cold
z Chilly - (Opposite of hot) -I put on my sweatshirt because I was cold.
z Runny nose and feeling sick- After my trip I got a cold.
95 ActivityActivity
¾¾ WorkingWorking withwith aa partner,partner, thinkthink ofof fivefive otherother vocabularyvocabulary activitiesactivities youyou useuse thatthat contributecontribute toto aa rich,rich, robust,robust, interactiveinteractive vocabularyvocabulary environmentenvironment inin youryour classroom.classroom.
¾¾ BeBe preparedprepared toto shareshare withwith thethe largelarge groupgroup
96 UsingUsing thethe followingfollowing wordswords…… BrilliantBrilliant ReluctantReluctant AdmireAdmire ¾ CreateCreate aa studentstudent friendlyfriendly definitiondefinition ¾ CreateCreate anan ideaidea completioncompletion usingusing sentencesentence stemstem someonesomeone whowho…… oror somethingsomething thatthat…….... ¾ AskAsk aa criticalcritical thinkingthinking questionquestion Yes/No/WhyYes/No/Why ¾ CreateCreate aa personalpersonal connectionconnection…… HaveHave youyou everever……
97