Transcript Sentence

Welcome
Literacy Across The Curriculum
"Train The Trainer" Workshop
Vocabulary
Presenters: Shirley Cain, Eustacia LowryJones, Marilyn Locklear, Kay Pittman, Linda
Price, and Mary Kathryn Stone
Vocabulary Facts
"Vocabulary is the most important
influence on reading comprehension."
"It takes 17 exposures to a word to learn
it."
"The average child enters school
knowing 5,000 – 6,000 words. Children
learn 2,500 – 3,000 new words per year."
4 Types of Vocabulary
• Listening – Words we understand when
others talk to us.
• Speaking – Words we use when we talk to
others.
• Reading – Words we know when we see
them in print (sight words and words we
can decode).
• Writing – Words we use when we write.
Research on Vocabulary
• Vocabulary knowledge is one of the best
indicators of verbal ability, reading
achievement and success in school.
• Teaching vocabulary of a selection can
improve students’ comprehension of that
selection.
• Vocabulary difficulty strongly influences
the readability of text.
• The use of lexile ranges will ensure that
vocabulary is appropriate.
(Beck, et al. 1992).
Lexile Measures
www.lexile.com
Reminders:
• Lexile measures may be found on the EOG
score sheet.
• This tool should be used as a guide to
establish a baseline for each student's reading
level.
• To increase effectiveness, include ranges that
are a little above and a little below the class
instructional level.
Activity Time
• Individually - Read the selection.
• With a partner • Use the strategy of your choice to define each
of the underlined vocabulary words.
• Match the words with the definitions from the
envelope.
Activity Time
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Answers to the exercise
1. l
4. j
7. a
10. e
2. k
5. i
8. d
11. c
3. g
6. h
9. b
12. f
• With your group - Discuss the strategies
you used and record on chart paper.
Matthew Effect
• The development of strong reading skills is
the most effective word learning strategy
available. However, those students who are
in greatest need of vocabulary acquisition
interventions tend to be the same students
who read poorly and fail to engage in the
amount of reading necessary to learn large
numbers of words.
(Beck, et al. 2002).
Websites
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RHL.com
Superteacher.com
Discovery
Cricket
Spider - avg
National Geographic
Click
Research on Vocabulary
• Studies estimate that of 100 unfamiliar
words met in reading, only 5-15 words are
learned in context.
• Becoming interested and aware of words
is not a likely outcome from the way
instruction is typically handled, which is to
have students look up definitions in a
dictionary.
(Scott et al., 1998)
Research on Vocabulary
• Some students learn an average of 8 words
per day. Others learn as little as one or two.
• Words can be known at different levels of
understanding.
• Directly teaching word meanings does not
adequately reduce the gap between students
with poor versus rich vocabularies. It is
crucial for students to learn strategies for
learning word meanings independently.
(Miller, 1978).
Research on Vocabulary
• One study found that out of 4,469 minutes
of reading instruction, only 19 minutes
were devoted to direct vocabulary
instruction.
• Another study found that 3rd, 4th and 5th
grade teachers spent an average of 1.67
minutes on vocabulary per reading lesson
and that many teachers spent no time.
What Can We Do?
• Make effective vocabulary instruction
a high priority in the educational
system.
• Make vocabulary instruction robust,
vigorous, strong and powerful to be
effective.
• Provide multiple ways to process new
words.
Two Types of Acquisition
• Implicit vocabulary acquisition
When students engage in rich extensive
oral interactions
o When students are read to
o When students read and discuss what
they’ve read
o
• Explicit vocabulary acquisition
o Vocabulary activities specifically
designed to teach new words
Activity Time!
• Vocabulary Square is a graphic organizer to
analyze, visualize, and define words.
• Awareness of various aspects of a word helps
students understand and remember it.
• Important to know prefixes, roots, and suffixes
• Knowledge of word parts adds to student interest.
Activity Time!
SWAT (Vocabulary Review)
•Vocabulary is displayed on chart paper or
projected for all to view.
•Students are divided into 2 teams.
•The teacher calls out a definition or clue.
Students swat the correct response.
SWAT
Emulate
Talisman
Resplendent
Gingerly
Chaff
Pedant
Sauntered
Haberdashery
Scintillation
Aesthetic
Virile
Articulate
Provide Multiple Ways to
Process New Words
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Associate new words with known words.
Match definitions to new words.
Use new words in different contexts.
Use new words in a sentence.
At your table, create a sentence using one
of the words from Thoothee. Also, give a
synonym.
When Teaching Vocabulary,
DO…
• Introduce new subject matter vocabulary
BEFORE students’ initial reading of the
new material.
• Explain words in terms of relationships –
word families, structural analysis, roots
and affixes.
• Constantly direct students’ attention to the
power of words and hints of meaning.
When Teaching Vocabulary,
DO…
• Help the class foster a respect for
the well-chosen word and the wellturned phrase.
• Teach your students definite forms
or patterns for succinctly stating
definitions.
When Teaching Vocabulary,
DO NOT…
• Rely solely on incidental
approaches; but avoid drill.
• Teach roots, affixes in isolation.
• Make definitions more difficult than
the words to be defined.
• Forget the different ways of
approaching definitions – analogies,
synonyms, antonyms, etc.
When Teaching Vocabulary,
DO NOT…
• Do not give students lists of words
to look up in a dictionary under the
guise of vocabulary instruction.
• This is only dictionary work, not
vocabulary instruction.
Dictionary Use
• Scott and Nagy (1997) report the results of
many research studies that show that
students cannot use conventional
definitions to learn words.
• Example from dictionary: redress – set
right, remedy. “King Arthur tried to redress
wrongs in his kingdom”
• Student writes: “The redress for getting
well when you’re sick is to stay in bed.”
Other Activities
• Incorporate EOG vocabulary as your spelling
words each week.
• Sparkle, Showdown, KIM Charts
• Discovery Probes, just on vocabulary
• Flash Cards: Front side – word; back side definition and example
• Bingo: Students use EOG vocabulary to make
their own cards.
• Games: Eggspert, board games, Jeopardy
• Word sorts
• PAVE: Predict, Associate, Verify, Evaluate
Activity Time!
• The Same or Different
• Flash Cards with the synonyms
or antonyms on one side and S
or D on the other.
Activity Time!
Lesson Planning:
Preparing Content Area Activities
This quick reference guide for preparing
vocabulary activities provides content
area teachers with a framework for
thinking about and planning lessons
that embed vocabulary strategies into
classroom instruction.
Activity Time!
Group Presentations
• Collaborate with your group to
demonstrate a vocabulary strategy (that
has not previously been mentioned).
• Be prepared to present in a whole group
setting.
"Websites to Add to Your Favorites"
Questions
14 Most Powerful Words
for the EOG Tests
Infer
Analyze
Signify
Trace
Evaluate
Formulate
Summarize
Explain
Contrast
Compare
Predict
Support
Conclude
Describe
Comments
•Remember to train your faculty.
•PPT at: PSRC Website, Depts.,
Literacy (Scroll down on left side.)
• Literacy Website
•Next Training – April 7
Hosted
by
Kay Pittman
LANGUAGE
Do you speak my
language?
You should
know…
Language
Terms!
100
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400
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500
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100
What is another name for a reading passage?
Selection
Row 1, Col 1
Who is the person that writes the selection?
Author
1,2
What is to refer to something else like another person or book?
Reference
1,3
What is a group of words that show a particular thought?
Phrase
1,4
What is a group of sentences that have a common topic?
Paragraph
2,1
What are the exact words said by a person?
Quotation
2,2
What is the meaning of a word?
Definition
2,3
What is a plan for completing a task?
Strategy
2,4
What is reading through a selection quickly to find a thought or
idea?
Skim
3,1
What is looking through a selection to find a single word?
Scan
3,2
What is a group of words that are grammatically correct and
make a statement or ask a question?
Sentence
3,3
What are words that describe a noun?
Adjective
3,4
What is words that have the same meaning?
Synonyms
4,1
What are words that have opposite meanings?
Antonyms
4,2
What are words that sound the same when you say them?
Homophones
4,3
What is the overall subject or a paragraph?
Topic
4,4
What is a list or words?
Vocabulary
5,1
What the information that helps to pronounce a word?
Pronunciation Key
5,2
What is the sentence that gives the overall idea of a
paragraph?
Topic Sentence
5,3
What is information written to give you the most important
information in a selection?
Summary
5,4