Transcript Fab 5 Vocab3

FAB FIVE OF LITERACY:
VOCABULARY
Developed by
Meredith Parrish
Research Says…
• By First Grade, the vocabulary of a struggling
student is half that of students who are
successful in literacy.
• Teachers can close the gap between lower and
middle SES children’s vocabulary by using new
words in appropriate context (i.e. quality
literature).
• People who read a lot from a variety of text have
much larger and richer vocabularies than people
who do not.
Research Says…
• The average student learns about 8 words
per day.
• Children need to encounter a word 12 or
more times to know and understand it.
• Repeated readings can help young
children’s vocabulary growth.
Making the Most of Small Groups: Differentiation for All
D. Diller (2007)
After considering the research, what are
the implications for your teaching?
The Three Tiers of Vocabulary
Beck & McKeown
Tier
Definition
Examples
Implications for
Teaching
1
Basic words,
already a part of
daily speech
Clock
Baby
Happy
Walk
Rarely requires
instruction
2
High frequency
words, applied by
mature language
users in a variety
of settings
Coincidence
Absurd
Industrious
fortunate
Focus of instruction
Students can attach
new vocabulary to
previous knowledge
3
Used
Isotope
infrequently,
Lathe
content specific,
Peninsula
specialized words
Stratocumulus
Best learned when a
specific need arises (ex:
teach peninsula during
geography unit)
Vocabulary Tiers - Try it Out!
• Read the passage and choose
words that would be Level I
words (underline once), Level III
words (underline three times),
and Level II words (underline
twice).
• How did you decide which words
belonged to which level?
Four Kinds of Vocabulary
ORAL
Vocabulary
PRINT
Vocabulary
1. Speaking (Expressive)–
words used in conversation
2. Listening (Receptive)– words
understood through hearing
3. Reading – words read and
comprehended
4. Writing – words used to
convey messages
Why don’t students just look up the definition?
Dictionary definitions provide:
• weak differentiation (conspicuous =
easily seen)
• vague language (typical = being a type)
• less accurate interpretations (devious =
straying from the right course)
• multiple pieces of information (exotic =
foreign, strange, not native)
A Dictionary Does NOT Provide:
• student friendly definitions
• instructional contexts
• opportunities for student interactions with the
word meanings  little thought involved
So, help your students rewrite their own definition.
New Word
Dictionary Says
Raiment
Clothing, wearing
apparel, attire
I Say
Unusual way to
refer to clothing,
considers all
clothes –not just
pieces
Vocabulary Cautions
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Teach new words throughout the day in
meaningful contexts - - not in isolation.
Don’t just teach vocabulary as you
introduce a new selection. Revisit
vocabulary everyday and encourage use
of strategies everyday.
Don’t make instruction a word hunt.
Combine direct and indirect vocabulary
learning experiences.
Teaching Vocabulary
Quick Write
• Reflect on your own vocabulary
instruction.
• When does it occur? How often during
each day?
• How do you teach students new words?
• How successful do you think your
instruction is? Do students use/retain
new vocabulary? How do you know?
• Share your thoughts with a partner.
How Can I Teach Vocabulary?
Direct and Indirect Instruction
• Provide rich and varied language
experiences
• Teach individual words
• Teach word-learning strategies (ex:
structural analysis, contextual analysis)
• Encourage word consciousness
Create a multifaceted instructional
approach!
Graves (2000, 2006)
Where Does Vocabulary Instruction Fit Into My
Day?
Morning
Work
•Word of the Day activities
•Word-play activities
•Independent reading
•Teacher-Student reading and writing conferences
Reading
Block
•Independent reading and writing
•Read alouds
•Imagine It instruction
•Literature circles
•Shared and guided reading
•Instruction in self-selected and teacher-selected words from
books or writing
•Writing workshop
•Minilessons on word-learning strategies
•Teacher-student conferences
Where Does Vocabulary Instruction Fit Into My
Day?
Content
Area
Other
•Instruction in specific subject
matter vocabulary
•Word-learning strategy instruction
integrated into lessons
•Content related read-alouds and
trade book reading
•Read alouds
•Independent reading
•Reader’s-writer’s chair
Vocabulary Ideas
Time to Explore!
• In groups of 6, explore some ideas
for vocabulary instruction.
• Preview the materials.
• Try them out.
• Do these ideas make you think of other
activities you’ve used in the past? If so,
add them to the chart on the wall.
• We will rotate (clockwise) through
the stations every 7 minutes.
Quick Write
• What is at least one new area
where I can focus on vocabulary
instruction?
• What would it look like?
Share your thoughts with a
partner.
Integrating Across Curriculum
Building Academic Language
Only 6 % of school time was centered on
vocabulary development and in content
areas that percentage was only 1.4%
(Scott, Jamieson-Noel & Asselin, 2003)
How do you incorporate vocabulary
development into content area
instruction? What challenges do you
face? Have any strategies been
successful?
Integrating Across Curriculum
Building Content & Academic Language
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What Should Teachers Do?
Be selective about which words to teach.
Provide multiple encounters with targeted
words.
Provide students direct instruction on how to
infer word meanings.
Promote in-depth word knowledge.
Provide students with opportunities to extend
their word knowledge.
Read aloud passages.
Flynt & Brozo, (2008)
Bringing Words to Life
(Beck, McKeown & Kucan)
• Words are learned from context.
• We need to create multiple “context”
experiences by:
– Carefully choosing vocabulary to teach
– Using good literature
– Engaging in text talk
Bringing Words to Life
(Beck, McKeown & Kucan)
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What would text talk look like?
Contextualize a word for its role in the story
Ask children to repeat word
Explain meaning of word
Provide examples in contexts
Ask children to interact with examples you
create or provide examples of their own
Children say the word again to reinforce its
phonological representation
Bringing Words to Life
Now You Try It!
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Using another page of The Bat Boy
& His Violin choose 2 vocabulary
words and an activity from Bringing
Words to Life to correspond with
each.
Be prepared to share with the
group.
Possible Lesson Focuses
Browse additional ideas for lessons and
center activities.
What do you think would be
valuable for your students?
What modifications might you
make?
Other Instructional Considerations
• If 5,000 words make up 90% of
elementary texts, teach students to read,
write, and spell high frequency words
ASAP!
• Students need to think about words, not
memorize definitions.
Using Graphic Organizers
How do graphic organizers
benefit students? How are
they useful to you? When
would/do you use them?
• Use them as a pre/post assessment.
(ex: “I Know the Meaning Of” organizer)
• Schema building and word relationships
(ex: word webs)
• Others???
Teacher Prompts for Vocabulary
You are holding either a student
challenge or a possible teacher
prompt.
• Find the group members that
complete your card!
• Once you’ve found your group,
discuss prompts and see if you can
generate any additional prompts you
might use with your students.
Assessment
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Guiding Questions for Observation
Writing Samples
Retell Rubrics
Informal Vocabulary Inventory
What are you looking for with these assessments?
How will they help you plan for future vocabulary
instruction?
Now what???
How will I use this information
to guide my instruction or
support other teachers?