Transcript Document

Vocabulary Videos
Virginia Department of Education
Office of Middle and High School Instruction
Virginia Department of Education
2008
Introduction
This PowerPoint provides a facilitator's guide for
the Middle School Vocabulary Videos.
Each slide introduces a videotaped strategy and
provides a hyperlink to the video through the
title.
The explanation is followed by a slide offering an
“after viewing” activity.
(The videos can be viewed with or without this guide.)
Virginia Department of Education
2008
Table of Contents
Topics
Choosing Vocabulary
Creating Visual Images
Working with Words
Analogies
Activating Prior Knowledge
Bloom’s Taxonomy
Virginia Department of Education
2008
Choosing Vocabulary
Although students will learn new vocabulary
through context, they also need explicit
instruction on vocabulary. By offering a variety
of lessons on vocabulary instruction, teachers
will be able to differentiate instruction and better
meet the needs of their students.
Beck and McKeown (2002) suggest three tiers of
words that comprise a mature literate
individual’s vocabulary.
Beck, I.L., McKeown, M.G., Kucan, L. (2002). Bringing words to life: Robust vocabulary instruction. New York: Guilford Press.
Virginia Department of Education
2008
Three-tiered Approach
First Tier Words
Basic words that rarely require additional
teaching in school.
Second Tier Words
Academic words that most mature readers will
see in academic settings.
Third Tier Words
Words generally found in content areas or
Table of
words needed
to
understand
a
concept.
Virginia Department of Education
2008
Contents
Thesaurus Activity
View video on using the thesaurus with
Literature or novel
Virginia Department of Education
2008
Creating Visual Images
Learn about creating visual images.
View video Word Bugs and Word Flowers.
View video on Word Sketches.
Virginia Department of Education
2008
Creating Visual Images
Creating visual images with vocabulary promotes greater
retention.
• Graphic organizers or visual images enhances
vocabulary instruction and incorporates vocabulary
into students’ long-term memory, allowing easier
recall, and more ownership of the material.
Word Bugs and Word Flowers exemplifies how simple
pictures or objects can be used to create a graphic
organizer.
Word Sketches presents a unique way to create a visual
image.
After viewing
Table of
Virginia Department of Education
2008
videos
Contents
After Viewing Videos on
Visual Images
• Introduce Word Sketches with known
words.
• Create a list of words that could be used
with Word Sketches.
Virginia Department of Education
2008
Table of
Contents
Working With Words
Learn about working with words.
View video on Open Word Sorts.
View video on Closed Word Sorts.
View video on using Scrabble®.
Virginia Department of Education
2008
Working with Words
Manipulating letters and “playing” with words is an
effective tool to enhance vocabulary and increase word
knowledge.
The brain looks for patterns, which allows students to
have better retention.
Open Word Sorts and Closed Word Sorts provide
examples of creating patterns with words or concepts.
The Scrabble® lesson demonstrates the manipulation of
letters to create words and the use of a Web site to
assist in planning a vocabulary unit.
Virginia Department of Education
2008
After viewing
videos
Table of
Contents
After Viewing Videos on
Working with Words
• What are the advantages/disadvantages of
using a closed sort or an open sort?
• How would you determine which sort to use?
Virginia Department of Education
2008
Table of
Contents
Analogies
Learn about analogies.
View video on Analogy Hangman.
Virginia Department of Education
2008
Analogies
Analogies make connections between vocabulary
words and prior knowledge.
Analogy Hangman demonstrates the review of
previously learned vocabulary and introduction
of new words.
This lesson reinforces the concept of analogies,
found in the Virginia Standards of Learning
6.3b, 7.4b, and 8.4a.
After viewing Table of
Virginia Department of Education
2008
videos
Contents
After Viewing Video
on Analogies
• The examples in Analogy Hangman use only
synonyms and antonyms. Other analogy
patterns as found in the Curriculum Framework
include: synonyms, antonyms, object/action,
source/product, part/whole, animal/habitat.
• How could this lesson be adapted to teach or
reinforce other types of analogies?
• How could this be used to reinforce vocabulary
in the content areas?
Table of
Virginia Department of Education
2008
Contents
Activating Prior
Knowledge
Learn about activating prior knowledge.
View Word Splash video.
View Discuss Brainstorm Web video.
Virginia Department of Education
2008
Activating Prior
Knowledge
By making connections to prior knowledge,
retention of vocabulary words will increase.
Word Splash and Discuss Brainstorm Web show
how a reading specialist and classroom teacher
introduce new units of study in a content area to
connect prior knowledge and vocabulary.
Virginia Department of Education
2008
After viewing
videos
Table of
Contents
After Viewing Videos
on Prior Knowledge
• Which unit of study could this lesson be
applied to in your classroom?
• Brainstorm a list of vocabulary words your
students may generate or will need to know
for a unit of study in your class.
Virginia Department of Education
2008
Table of
Contents
Bloom’s Taxonomy
Learn about Bloom’s Taxonomy.
View Reinforcing Vocabulary video.
Virginia Department of Education
2008
Bloom’s Taxonomy
By incorporating visualization and movement
into a lesson, students will retain information.
In this lesson, Reinforcing Vocabulary, there are
six activities that involve movement or
visualization to help with learning a
vocabulary word.
Each activity uses a different level of Bloom’s
Taxonomy.
Virginia Department of Education
2008
After viewing
videos
After Viewing Videos
on Prior Knowledge
• Brainstorm a list of words to teach using
Bloom’s Taxonomy.
• How would this lesson work with students of
higher or lower levels of learning?
Virginia Department of Education
2008