Transcript MINI PD

Instructional
Strategies to Enhance
Student
Vocabulary
Achievement
Presenter: Cynthia Magnus, Curriculum Support Specialist
Objectives
The participant will be able to…
 Explain what research says
about vocabulary instruction.
 Teach vocabulary strategies
to students
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Why vocabulary instruction?
“Vocabulary development impacts both word
recognition and comprehension. A strong oral
vocabulary and background knowledge are the
key components need to interpret most text.
Helping children build a wide oral vocabulary is
one of the most important dorms of assistance
teachers can provide to young readers.”
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Meaningful Differences in Vocabulary Are Evident in
Young Children
Words heard
per hour
Words heard
in a 100-hour
week
Words heard
in a 5,200hour year
Words heard
in 4 years
Welfare
616
62,000
3 million
13 million
Working
Class
1,251
125,000
8 million
20 million
Professional
2,153
125,000
11 million
45 million
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What is “vocabulary” really?
 Vocabulary refers to the words we
must know to communicate
effectively.
 Oral vocabulary - words we use in
speaking or recognize in listening.
 Reading vocabulary - words we
recognize or use in print.
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Vocabulary can be
developed ...
 Indirectly, when students engage in daily
oral language, listen to adults read to
them, and read extensively on their own.
 Directly, when students are explicitly
taught both individual words and word
learning strategies.
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Vocabulary
is important
because..
Vocabulary
is important
because…
 Beginning readers use their oral
vocabulary to make sense of the
words they see in print.
 Readers must know what most of the
words mean before they can
understand what they are reading.
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Choosing
WordstotoTeach…
Teach
Choosing
Words
 Tier One words are basic words used in
everyday vocabulary and rarely require
direct instruction (i.e., baby, happy, clock).
 Tier Two words are high frequency words
that are most likely to appear frequently in
a wide variety of text, written, and oral
language (i.e., coincidence, absurd,
industrious, fortunate)
 Tier Three words are low frequency words
usually limited to content area material (i.e.,
isotope, lathe, peninsular)
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Word Selection Criteria
1) Select Tier Two
words from trade
books, read aloud to 4) Select words that are
often used in a variety of
students
genre and in a number of
2) Select words
different ways.
representing concepts
young children can
5) When using children’s
understand
beginning reading books,
select vocabulary
3) Select words that
representing the concepts
are not too difficult
addressed in these simple
to explain to young
Tier One books (i.e.,
food tastes good, teach
children.
scrumptious)
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For example…
4. On the basis of your
1. Select a text.
analysis,
2. List all the words that
are likely to be unfamiliar
 Why did you choose
to the students.
those particular
words?
3. Analyze the word list.
 Which words will you
1. Which words can be
categorized as Tier Two
teach?
words?
 Which words need
2. Which of the Tier Two
only brief attention?
words are most necessary
for comprehension?
 Which will you give
3. Are there other words
more instruction on?
needed for comprehension?
Which ones?
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Teaching tips…
 Teach the words as they appear in the story,
using the context of the story to provide a
rich example of the word’s use.
 Not enough unfamiliar words in the text?
 Select words whose concepts fit the story (i.e., if
the character is a loner, introduce the words
hermit, isolated, solitary; if there’s a problem in
the story, select dilemma, or conflict).
 This is especially useful with younger students and
students reading on a beginning level as there are
fewer words in the book.
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Activities: vocabulary
strategies
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Using word parts (Morphemes)
Word Questioning
Word walls
Word or concept graphic organizer
Linear arrays
Vocabulary quiz
Daily Oral Language
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What is a Morpheme?
A morpheme is the smallest
unit of a word that retains its
meaning.
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Teach students to look
for morphemes
 Create the “Morphemes” visual organizer on the
following slide,
 Copy the words to study to study ( e.g. the
following words), one in each of the boxes on the
left side of the visual organizer.
telescope
unbelievable
 Examine the word and place the morphemes in the
boxes to the right side of the arrow.
 Write the meaning of the word, and the meaning of
each word part, on the lines under the appropriate
boxes.
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Morphemes
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Word Questioning

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The purpose of this strategy is to have
students “play” with the words before
learning them
Have students fill out the visual organizer
particularly for those words they are having
difficulty with
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Word Questioning
I think this word means:
It is (example):
Are there parts of
this word I know?
Target Word:
It is not (example):
The dictionary says:
Other words that mean the
same thing:
A picture or clue:
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Student Dictionaries & Student
Friendly Definitions
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Develops deeper and richer vocabulary
instruction,
Dictionary definitions are sometimes too brief and
stated in unclear language
Use these 2 principles to develop student-friendly
definitions:
1. Characterize the word so that the meaning is specific,
a. Use something, someone, describe (s)
2. Explain the word in everyday language and anchor with
the following words: something, someone, describe
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Student Friendly Definition example:
 The word is dazzling
 Dictionary definition: to overcome or dim the
vision of with very bright light or moving lights
 Student friendly definition: If something is
dazzling, that means that it’s so bright that
you can hardly look at it.
 Sentence: After several rainy days, the
sunshine seemed dazzling.
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What are word walls?
…Wall space devoted to a visual display
for words of interest, importance, or
common usage in a subject area or
unit of study.
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Word walls…
Management Ideas:
 Post words on the wall by letter of the
alphabet.
 Space words for distance readability
 Remove learned words.
 Color code to organize
 Student choice of words is important
 Use words on wall to examine various
features of word construction and meaning.
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Linear Arrays…
 Linear arrays can be used to compare
and contrast vocabulary words.
 They can be used for synonym and
antonym work.
 They are visual representations of
degrees.
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Reading Aloud
 The most important activity that a
teacher can do to extend students’
vocabulary is to read aloud to the
class.
 Conclusive evidence exists to support
the use of read alouds not only in the
home but also in the classroom.
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