Transcript Document

Citrus County Schools, Florida
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Literacy is…
Listening
Viewing
Speaking
Thinking
Reading
Writing
Expressing
through multiple symbol systems
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Citrus County Schools, Florida
Taylor
Daily Non-Negotiables
Maintain a print-rich/literacy-rich environment
Use the seven processes of literacy
Read to and with students
Teach, model, and practice strategies of expert
readers and writers
Provide independent reading with
accountability
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Instruct phonics & phonemic awareness for K-1,
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Objectives
Examine important research on vocabulary
growth.
Utilize strategies to promote vocabulary
growth.
Understand vocabulary growth as an
interactive process.
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Activity
Survey of Knowledge
Concept of Definition Chart
Word or Concept
What is it
Examples
Non-examples
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Vocabulary defined
Words we must know to communicate effectively
All the words of a language; all the words known
or used by a person.
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Why Teach Vocabulary
Vocabulary knowledge is related to reading
comprehension.
If the meaning is not recognized, comprehension will be
impaired
If a word is not recognized automatically,
comprehension may be affected.
Knowledge of a word’s meaning facilitates accurate
word recognition.
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Vocabulary Research
Practical Differences
Children enter school with a listening vocabulary ranging
between 2500 to 5000.
First graders from higher SES groups know twice as many
words as lower SES children (Grater & Slater, 1987).
College entrants need about 11 to 14,000 root words (meter
in thermometer or centimeter).
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Research cont.
Closing the Vocabulary Gap
 In 1st and 2nd grade, children need to learn 800+
words per year, about 2 per day.
 Children need to learn 2,000 to 3,000 new words
each year from 3rd grade onward, about 6-8 per
day.
 Children need to encounter a word about 12 times
before they know it well enough to improve their
comprehension.
 To keep up a child needs to learn at a rate of 20003000 words per year. To close the gap, they need
to exceed that.
Biemiller: Nagy & Anderson
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Improving Vocabulary
Four Strategies
Provide opportunities for:
Strategy 1
Wide Independent Reading
Strategy 2
Multiple Exposure to a Word
Strategy 3
Explicit Instruction in Word Analysis
Strategy 4
Building Academic Vocabulary
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Strategy 1
Wide Independent Reading
Think-Pair-Share
Brainstorm ways to encourage wide reading.
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Wide Independent Reading cont.
Daily Reading
Percentile Rank on
Test
Minutes of text read
per day
Estimated number of
words read per year
98
90
70
50
20
10
90.7
40.4
21.7
12.9
3.1
1.6
4,733,000
2,357,000
1,168,000
601,000
134,000
51,000
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Torgeson-FCRR
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Wide Independent Reading cont.
By reading often (reading volume influences
differences in children’s vocabulary)
At the right level of difficulty
In sufficient amounts
With sufficient motivation to pursue understanding
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Wide Independent Reading cont.
Highlights from
Suggestion for Promoting Wide Reading
handout from Just Read! Academy.
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Strategy 2
Multiple Exposure To a Word
Wide and deep
encounters with new
words to build a rich
understanding of the
words.
Teach a few words well
rather than give
students a long list of
words with superficial
understanding.
They forget these words
after the test!
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Multiple Exposure To a Word cont.
Strategies
 Activate Prior Knowledge
 Make Connections
 Word Relationships
 Synonyms/Antonyms
 Analogies
 Word parts
(root/prefix/suffix)
Graphic Organizers
 Vocabulary squares
 Worldly words
 Linear arrays
 Concept of Definition
map
 Word Walls
 Multiple genres
(fiction/nonfiction)
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Strategy 3
Explicit Instruction
in Word Analysis
Value of Word Analysis:
Supports ESOL/diverse learners.
Is an active learning technique.
Teaches students to use resources.
Strengthens word attack skills.
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Most Common Prefixes
Rank
1
Prefix
Un
%
26
(not, opposite of)
2
Re
14
(again)
3
In, im, ir,il
11
(not)
These three prefixes account for over 50% of the prefixes
found in words.
Carroll, Davies, & Richmond, 1971
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Teaching Phonics & Word Study, Blevins
Prefix Activity
Closed Sort
Circle the prefixes in each of the following words
Abdicate, abduct, coauthor, cooperate, coincide,
absent
Next, sort the words under the category “togetherness”
or “separateness”.
Note: This activity would be conducted after the prefixes ab
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and co have been taught.
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Most Common Suffixes
Rank
1
Suffix
(plurals)
%
31
2
ed (past-tense verbs)
20
3
ing
14
s, es
(verb form /
present participle
These three suffixes account for almost twothirds of the suffixes found in words.
Carroll, Davies, & Richmond, 1971
Citrus County Schools,Teaching
Florida Phonics & Word Study, Blevins 20
Strategy 4
Building Academic Vocabulary
Direct vocabulary instruction is necessary because the
more student’s understand the vocabulary, the easier it
is for them to understand information they read or
hear about the topic.
According to Marzano, “If a student doesn’t
understand the content vocabulary, they don’t
understand the content.”
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Teach vocabulary all day!
Informal text is useful (Duke, 2000)
Content-area vocabulary
Science text:
Offers more prefix and suffix words
Offers repetition
May offer hand-on learning of vocabulary in an
authentic and meaningful context.
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Direct Vocabulary Instruction
Impact
Percentile rank on test
90
80
70
60
50
40
30
20
10
0
No Vocab
Instruction
Stahl & Fairbanks, 1986
Marzano
Direct Vocab. Direct Vocab.
Instruction Instruction on
(effect size=.32)words related
to content
(effect size=.97)
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A Six-Step Process
for Teaching New Terms
1
2
Provide a description, explanation, or
example of the new term.
Students restate in their own words.
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Students construct a picture, symbol, or
graphic representing the term.
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Provide engaging activities that add to their
knowledge of the term.
Periodically discuss the terms with one
another.
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6
Vocabulary games that allow them to
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manipulate theCitrus
terms.
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(Marzano & Pickering)
Building Vocabulary
is a
valuable effort!
Motivating students to WANT to build their own
vocabulary.
Modeling our own interest in and love for words.
Creating a classroom of vocabulary celebration and
pursuit.
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Web Sites

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www.resourceroom.net/vocabulary
www.webenglishteacher.com/vocab.html
www.virtualsalt.com/roots.html
www.ascd.org
www.vocabularya-z.com
www.fcrr.org/
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