Transcript Vocabulary - Homestead

What does
vocabulary
instruction
look like in
your
school?
What are teachers
doing to teach the words?
students
What are
doing to learn the words?
assess
How do you
vocabulary?
What does research say?
Point 1
Some words are more important than others
Point 2
Students have to learn words at more than one level
Point 3
Students learn words when they experience them multiple times
Point 4
Asking students to look up words in the dictionary and write down
the definition does not help them learn words
Point 5
When students learn words, they build patterns and networks of
meaning called “word schemas.”
Point 6
Students can learn some words through a wide variety of reading
Point 7
Students can learn some words through rich conversations with
adults and peers
Point 8
Students can learn some words through word play
Point 9
Students can learn some words through direct instruction
Point 10
Most students need word learning strategies to
Become proficient readers
Non- readers and young
readers learn most of their
vocabulary through oral
context.
Picture books should be the
primary source of vocabulary
introduction, instruction, and
expansion.
Environmental print is a
vital piece of primary
vocabulary instruction.
Rereading books to
students as many as six
times strengthens and
extends vocabulary.
•What words should you teach?
• Tier
One words are words students already
know when they come to school – sight
vocabulary
• Tier Two words are words that students might
encounter in school reading and don’t know
well
• Tier Three words are words are domain specific
words – content words
How
much is
enough?
Providing several exposures to new words
enables knowledge of the words to grow. A single
exposure: not enough for learning a new word.
Learners need to be involved in 5-16 repetitions in
order to learn a new word.
The probability of learning a word from context
after a single exposure is only 0.05%. Repeated
encounters with target words can expand word
meanings and illustrate new associations with that
word.
•Reread the book again and focus the lesson on other
skills or language features, such as:
•
•
Making different
connections
Inferencing
•
Summarizing
•
Character Traits
•
Drawing
Conclusions
•
Story Elements
•In small groups today we will:
•
•
Amy will work on sight
word instruction- why
and how should we do it
Mary will be in the computer
lab so that we can finish our
phonics Live Binder – we still
need blends, multi-syllable
words and now sight word
interactive games. Make sure
you play the games since our
students will be doing these
independently. If it is too
hard for you, it is too hard for
them!!!!
•
In the media
center, we will
work on
developing
vocabulary
lessons from our
favorite read
alouds
Readers Workshop Daily Plan
1. Mini-Lesson Focus: Interactive Read-Aloud: Developing Vocabulary
Anchor Standard 4: Interpret words and phrases as they are used in a text, including determining technical,
connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
The Night I Followed the Dog:
Note to teacher: the words in bold should be written on the chart
paper. Say to students, “Words are wonderful. I love to listen closely to words, and think about how I might use
them. The story we are going to read today is filled with wonderful words, words we can use as readers, as writers,
and when we talk to each other. As we read today, I am going to be stopping occasionally to write some of the
great words on a chart. This will give us a chance to talk about them and how they help us understand the story.
As an added surprise the author does something very unique with some of the words in this book. Let’s listen.”
Read the first few pages and stop. Go back to page 1 and say, “I just have to stop for a moment. There is a
wonderful word here. On the first page it says, Nothing exotic or special, just an ordinary dog. In fact, I always
thought he was a boring dog. I am going to write the word exotic on the chart paper. I noticed this word because I
wasn’t sure what it meant. As I continued to read I saw that the author really told me what it means by the other
words around it.” Go back and reread the sentences emphasizing exotic, special and ordinary and how all three of
those words are connected. Say, “Have you noticed what the author is doing in this story with certain words?”
Have students discuss some things they notice about the words. Continue to read to the page where he sneaks
out in his dark clothing. Say, “These sentences have an interesting word, “When I let the dog out, I slipped out,
too. I took out the garbage so he wouldn’t suspect anything. Turn to your partner and talk about what you think
the word suspect means. I am going to write it on the chart paper.” Ask a few groups to share. Help students see
that this time there are not other words around the interesting word to help with the meaning of the word. In this
case I have to think about several sentences and how they work together to help me with meaning. Continue to
read stopping every few pages and asking students to turn to their partner and share some interesting words.
Have a few groups share and record the words on the chart paper. Ask the groups how they knew what the words
meant.
Reflection: “I just love this book and the interesting way the author uses words – especially the ones she draws to
help with meaning! We should challenge ourselves to use some of these wonderful words this week. I am going to
try to use these words when I am talking with you so that you will get use to them. Great words are so much fun
that using them reminds me of exotic places!”
Connect to Writing: Have students keep a list of interesting words in their reading/writing notebooks. They can
collect these words as they read their AR books and other authentic texts. Encourage them to use these lists when
they are writing. Think of giving extra celebrations each time they use one of them!!
Define in kid friendly terms, using reference to story
examples:
In the story, the dog disappeared into the backyard when the boy first
saw him get out of the limousine and then he disappeared into a building
when the boy followed him. Here’s what it says in the book: Before I
could look twice, he disappeared into the backyard. Disappeared
means that something passes out of sight or vanishes. Say the word:
disappeared.
Practice examples of word in context:
I am going to name some things and I want you to tell me if the item is
something that can disappear. If you think the item can disappear, hold
up your thumb (thumbs up sign) and say “disappear.”
*a giant rock (no)
*a magic trick (disappear)
*your lunch (disappear)
*your homework (no)
What was our word? disappear
In the story, the boy did not think that he had helped build the doghouse
that he saw when he peeked inside to see what his dog was doing.
Here’s what it says in the book: This was not the doghouse that I had
helped build. To build something means to construct by assembling or
joining parts or materials. Say the word: build.
Let’s think about some things that people can build. Which of the
following would be something that people build? Choose between the
two.
*a piece of paper or a wall
*a house or a telephone
*a fort or pair of shoes
*a toothbrush or a snowman
What was our word? build
In the story, the dog told the boy his club was a place where dogs came
to relax after a hard day. In the book it says: This is a place where
dogs come after a hard day. It’s a place where we can relax. To
relax means to make less rigid, tense, or firm. Say the word: relax.
I am going to name some examples and I want you to tell me whether or
not it is an example of something that makes you relax. If you think it is
an example of something that makes you relax, say “relax”. If you think
it is not an example of something that makes you relax say “no way”.
*A bubble bath. (relax)
*Doing your homework. (no way)
*Lying on the beach. (relax)
*Taking a nap. (relax)
*Studying for a test. (no way)
*Working on a math problem. (no way)
What was our word? relax
We talked about three words: disappear, build, and relax.
Let’s think about them some more.
*Which of these things do you think would be more likely to disappear?
A balloon that you let go of or your vegetables?
(a balloon)
*Which of these things would be something you would build?
a flower garden or something out of Lego blocks
(something out of Legos)
*What would be an example of something that makes you relax?
listening to a bedtime story or going to the hospital
(listening to a bedtime story)
Now it is your turn to work with a
partner to think about how you
can use your read aloud to further
develop vocabulary. There is a
quick lesson plan – to just get you
started on the thinking process.
When you finish these plans,
send them to me and we will
house them on the interactive
read aloud section of the website.