Transcript Word Nerds - Killeen ISD

Word Nerds
Goals

I will gain knowledge in the area of student vocabulary development.
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I will learn various researched based active practices for vocabulary.
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I will participate and walk out with a smile. 
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1. Some words are more
important to teach than
others.
In Bringing Words to Life
(2002) Beck, McKeown, and
Kucan talk about the levels of
words that they call Tier One,
Tier Two, and Tier Three.
Tier One
Tier Two
Tier Three
These are
words
that already
know
when they
come to
school.
These are
highfrequency
words that
students will
likely
encounter in
school yet
probably
don’t know
well.
These words
are domainspecific.
Clock, happy, Coincidence,
baby
absurd,
industrious
Habitat,
peninsula,
refinery
Identifying Tier Two Words in Context
Tier Two Words
Students’ Likely Expressions
Merchant
salesperson or clerk
Required
have to
Tend
take care of
Fortunate
lucky
2. Students have to learn words at more than
one level.
No knowledge
General sense of the word
Narrow, context-bound knowledge
Having knowledge of the word, but not being able to
apply it readily enough to a situation
Rich knowledge of the word
 3.
Students learn words when they experience
them multiple times.
Different researchers speak to how much exposure to a
word a student needs in order for mastery to occur.
To really learn a word, students need multiple exposures
to it over time (Stahl 2003)
Six exposures (Jenkins, Stein, and Wysocki 1984)
Twelve exposures (McKeown, Beck, Ormanson, and Pople
1985)
4. Asking students to look up words in the dictionary
and write the definition does not help them learn
words.
Dictionary definitions may actually cloud a word’s meaning rather
than help the student learn it.
Webster’s Definition of
Fortunate
1. bringing some good thing
not foreseen as certain
2. receiving some unexpected
good
Why do we use dictionaries?
7 What does the word fortunate
mean in paragraph 1?
A wise
B happy
C lucky
D proud
5. When students learn words, they build
patterns and networks of meaning called
“word schema”.
Various kinds of knowledge can be applied to learning new
vocabulary (Nagy and Scott 1990)
Warm-up Our Schema…
RAVE!-Robust Academic
Vocabulary Encounters
6. Students can learn some words through the
use of wide reading.
For students who have learned to read, wide reading of different
types of texts, including trade books, along with direct teacher
instruction and rich vocabulary experiences can help them continue
to build word schema (Anderson 1990; Nagy and Herman 1987)
Take time for read aloud…
7. Students can learn some words through
rich conversations with adults and peers.
Students at risk for academic failure, including children of poverty,
minority students, and ELL students, should participate in academic
discussions on a regular basis.
Comprehension at the Core
8. Students can learn some words through
word play.
We want to help our students develop the habit of being curious
about words. Risk Takers!
9. Students can learn some words by direct
instruction.
Marzano (2009) Six Step Instructional Plan
1.
Provide a description, explanation, or example of the new term.
2.
Ask students to restate the description, explanation, or example in
their own words.
3.
Ask to student to illustrate the word
4.
Engage students periodically in activities
5.
Periodically ask students to discuss the word with peers
6.
Involve students in games
10. Most students need word-learning strategies
to become independent readers.
Students must be able to determine the meanings of unfamiliar
words without help when independently reading.
Morphology-the study of the smallest units of meaning
Vocabulary Through Morphology
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Morphology should be taught as a cognitive strategy to be learned. In order to
break a word down into morphemes, students must complete the following five
steps:
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Recognize that they do not know the word.
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Analyze the word for recognizable morphemes, both in the roots and suffixes.
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Think of a possible meaning based upon the parts of the word.
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Check the meaning of the word against the context of the reading.
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Students who understand how words are formed by combining
Vocabulary
Raphttp://www.flocabula
ry.com
Vocabulary Board Games
Key Books
Word Colors
Word Illustrations
Weblinks
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https://www.youtube.com/watch?feature=player_detailpage&v=CV6FHWYtcg
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http://www.readingrockets.org/article/40304
Vocabulary Planning
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Shared Reading
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Guided Reading/Stations
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Read Aloud
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Content specific-SC SS M
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Think aloud modeling of vocabulary. You have already read the text, so you
can “set-up” a model.
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Thinking about the genres vocabulary. Stanza, line,…