Transcript RED 4519 Chapter 7

RED 4519
Diagnostic & Corrective
Reading
Chapter 7- Vocabulary
Dr. Michelle Kelley
What is Vocabulary?
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Listening
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Speaking
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Reading
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Writing
Why is Vocabulary Important?
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Vocabulary allows us to communicate
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Research suggests students’ knowledge of words is the
single greatest predictor of comprehension.
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Students with a strong vocabulary perform better on
standardized tests (Anderson study)
Environment is Critical
Hart & Risley (2003) found that by the age
of 3 children from high income families
knew 30 million more words than
students from poverty.
What are the implications as kids enter
school? How about beyond?
So, How Did You Learn Vocabulary?
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Life Experiences- p. 154
◦ Discussing (talking)
◦ Reading
◦ Writing
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Vicarious experiences – p. 155 (videos, TV,
movies, CD-ROMs, Internet, books, etc.)
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Explicit Instruction- p. 156
Explicit Instruction p. 156
1.
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Selectively choose words.
Give students multiple exposure to
words, including pronunciation.
Teach students how to use context clues,
word parts & morphemic analysis.
Use graphic organizers and maps.
Teach multiple meaning words.
Flynt & Brozo, 2008
Other Considerations When Teaching Vocabulary
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Provide Time for Reading- Don’t throw out
independent reading
Context Lessons- Figure 7.1, p. 157
Tools for Success- other resources (Franklin, thesaurus,
glossaries…)
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Explicit instruction- including language concepts Figure
7.2, p. 158
Word Play- have fun, use literature Figure 7.3, p. 159
Pass the Chocolate
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Using page 31 of handout.
Teaching Word Parts
Miscreantwrite this word at the top of page 32 handout GO.
What does this word mean?
 Why do you think that way?
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Write the following sentence.
The miscreant stole the stole the jewels.
Context and Structure
What is the prefix for this word?
mis
 What words do we know with this
prefix?
 What is the suffix?
ant
 What words do we know with this suffix?
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51 % of prefixed words include:
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dis-
not, do the opposite
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in-, im- in, into or not
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re-
again or back
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un-
not, the opposite of
Caution!
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Not all multisyllabic words are prefixed.
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For example, uncle and invented.
Read the following passage to a partner.
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The boys arrows were nearly gone so they sat down on the grass
and stopped hunting. Over at the edge of the woods they saw
Henry making a bow to a little girl who was coming down the
road. She had tears in her dress and also tears in her eyes. She
gave Henry a note which he brought over to the group of young
hunters. Read to the boys, it caused great excitement. After a
minute but rapid examination of their weapons, they ran down
the valley. Does were standing at the edge of the lake making an
excellent target.
(Buswell, G. T. (1920). An experimental study of eye-voice span in reading.
Supplementary Education Monographs. No. 17.)
What happened while you read?
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Reread (laughed- went back)
Read on/ahead
Paused
Self-corrected
Refered to context
Used meaning
Homographs (words spelled the
same)/Homophones(words that sound the same)anticipating multiple meaning words (homonyms)
Other Considerations During Direct Instruction
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Idiomatic expressions are also difficult for
students, especially ESOL students.
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Examples:
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◦
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It’s raining cats and dogs.
Put your best foot forward.
Off the wall.
Walking on eggshells.
Under the weather.
Assessment of Vocabulary
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Informal Assessment (p. 161)
◦ Cloze tests (p. 161)
◦ Maze tests (p. 161)
◦ Zip tests (p. 161)
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Formal Assessment (p. 162)
◦ Standardized achievement tests
◦ Group diagnostic tests- Gates-MacGinitie
◦ DRP, SRI
Example: Cloze
Students are given a sentence or passage
with a word or words missing. The student
provides the word(s).
My mother and ___ will be going shopping
for _________. We need milk ____ eggs.
Example: Maze
Students are given a sentence or passage
with a word or words missing. The student
provides the word(s) from a set of given
words.
I am so excited (too, which, that) I am
getting a puppy. My (dad, hat, job) said I will
have to walk him every (year, day, century).
Example: Zip (Need to scan in)
Activities to Support Vocabulary
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Predict-o-gram (p. 163)
Vocabulary Bookmark (p. 163)
Synonym/Definition Concentration (p. 169)
Scattergory (p. 170)
Multiple Meaning Race Track (p. 171)
Hink Pinks (p. 171)
Homework
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Read chapter 10 on Fluency.
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Complete the Anticipation Guide for
Fluency- page 33 of your handout and
bring it to next class.