Transcript document

Introducing Strategy #3
4/4/2016
Elkhart Community Schools
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Welcome To
The Language Of Our Kids
Whatever
Ya-right
Wassup?
Dawg
My bad
Straight up
What it is
That rocks
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Why Teach Vocabulary?
Learning, as a language
based activity, is
fundamentally and
profoundly dependent
on vocabulary
knowledge.
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Why Teach Vocabulary?
“Increasing vocabulary knowledge is
a basic part of the process of
education, both as a means and as
an end. At the same time,
advances in knowledge will create
an even larger pool of concepts
and words that a person must
master to be literate and
employable.”
Nagy
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It Pays Off…
Every word learned
equals one more
dollar in your yearly
salary—unless you
are a teacher.
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Reading Difficulties
Begin Here..
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Actual Differences in Quantity of
Words Heard
In a typical hour, the average
child would hear:
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2.
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Welfare family- 616 words
Working class family- 1,250
words
Professional family- 2,153 words
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How Many Words Do
Our Students Hear?
85% of ESC’s families
fall into the first two
categories:
1. welfare
2. working class
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What Does
Research Say?
Homes rich in communicationChildren before the age of four
have heard 45 million words.
Homes that lack rich communicationChildren before the age of four
have heard 13 million words.
(Hart and Risley 1996)
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Research. . .
Beyond the first 10,000 words used
by adults, the rest are rare words,
and these play a critical role in
reading. The eventual strength of
our vocabulary is determined not
by the common ten thousand
words, but by how many rare
words we understand.
(Hart and Risley)
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Finding Those
Rare Words
Even though it is important to talk to
kids, more of the “rare” words are
found in print rather than oral
language.
What would you guess?
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Adult talking to child: __ rare words for 1,000
TV: __ rare words for 1,000
Children’s book: ___ rare words for 1,000
Adult books: __ rare words for 1,000
Comic books: __ rare words for 1,000
(Hayes and Athens 1988)
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Without The Rich Word
Background,
Elkhart Community
School students have
consistently performed
lower on the vocabulary
sections of standardized
tests.
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Every Teacher
Needs To Help
“Students with poor
vocabularies, including diverse
learners, need strong and
systematic educational
support to become successful
independent word learners.”
(Baker, Simmons, Akmeenui, 1995)
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Past Practice:
Dictionary
“Rote memorization of
words and definitions
is the least effective
instructional method
resulting in little longterm effect.”
(Kameenui, Dixon, Carine 1987)
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How Do We Increase
Vocabulary Knowledge?
1. Read aloud to the
students.
2. Give time for students to
do silent sustained
reading.
3. Encourage self-initiated
writing.
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A Goal:
“By middle school, if students are to
make grade-level progress (i.e.
3,000 to 5,000 new words per
year), they should be reading more
than 1.1 million words a year of
outside reading (25-35 books) and
about 1.7 million words in school
texts.”
(Honig, 1996)
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How Do We Increase
Vocabulary Knowledge?
New words are:
1. Encountered repeatedly in context
through reading and listening
(Stahl and Fairbanks 1986)
2. Linked to students’ prior knowledge
(Johnson 1981)
3. Connected with other words that are
semantically related
(Johnson et al. 1986)
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Stretching Their World
Students will incorporate
the words that teachers
use frequently in the
classroom. The words
become part of their
expressive vocabulary.
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Students Need
Involvement
“Considering the large number of
words students encounter and the
need to learn them, it is obvious
that all of these words cannot be
taught …. We need to encourage
students to be aware of and
interested in words so that
students develop ownership of
them.”
J. David Cooper
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Levels Of Word
Knowledge
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No Clue
Have Heard/Seen It
Think I Know It
Know It Well/Can Use It in
a Sentence
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Wordstorming
Steps
1.Students write down all words
they can think of related to a
given concept.
2.When list-making slows,
increase words to the list by
asking more guided questions.
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Wordstorming
Steps
3. Ask students to group and
categorize their words. One
column might be left for
miscellaneous.
4. Introduce any words that you
think should be included. Students
must decide what category in
which to place the added word.
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How Do We Develop
Word Knowledge?
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Repeat words in varied contexts
Describe words
Support words with visuals
Connect words to students’ lives
Extend words with anecdotes
Make associations
Give definitions
Compare and contrast
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How Do We Develop
Word Knowledge?
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Question
Chart characteristics
Rephrase sentences
Provide tactile experiences
Give examples of correct and
incorrect usage
Make analogies
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Make A Picture:
Logographics
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Construct a visual image that
connects the target word with the
meaning.
One connection could be
auditority. “Carlin” means old
woman. The word part “car” could
generate a picture of an old
woman driving a car. Or, the
student could just draw a picture of
an older woman.
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What About
Context Clues?
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There is “rich” and “lean” context.
Current textbooks have rich
context providing typographical
clues and detailed
explanations.Students can learn
from this text structure.
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Typographical Clues:
As They Read…
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Have students look at:
Bold-faced, italicized words
Footnotes
Parenthetical definitions
Illustrations
Charts, graphs
Glossary
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Contextual Clues:
As They Read
Instruct students to look at how
the word is used in the
sentence, then examine
surrounding sentences.
Find:
Synonyms
Antonyms
Concrete example
Descriptions
Definitions
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Lean Context
In real-life print, there
may not be enough
clues to infer the
word’s meaning.
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Word Parts
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Looking for roots, prefixes and
suffixes will add to students’
knowledge of words.
It is best done if the introduction of
such words is done school-wide.
Multiple exposures will increase
the understanding of the words.
Different content areas can explain
their use of these words.
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Repeated
Exposures
Words should be used in
meaningful contexts
10-15 times
Janet Allen
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Word Walls Help
“Word
walls are
absolutely essential in
our classrooms.”
Janet Allen
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Word Walls
Word walls could be organized
alphabetically or thematically.
“The word wall is built on the theory
of mastery—repetition reinforces
previously learned principles.
Regular use throughout the school
year allows you to recycle many
words.”
(Green)
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Let’s Back Up…
What if the student
can’t pronounce the
words; even ones
fairly familiar?
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How To
Pronounce A Word
1. Look for chunks you know.
2. Underline the vowel sounds.
3. Use the syllable patterns to break
apart the word.
4. Sound out the word. Blend the
sounds back together.
5. Ask yourself if the word sounds
right and makes sense.
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Enrich Our
Students’ Vocabulary
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When positive emotions are
associated with a learning task, the
knowledge is more likely to be
retained.
Game formats for vocabulary help
create that positive connection.
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Playing With Words
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Word Jars- Students write down new
words they have seen or heard on slips.
Place into jar. Each day pull out two
words and discuss.
Commercial word games such as: Mad
Gab, Catch a Phrase, Scrabble
Charades, skits using words
Pictures of words for multiple meanings:
bat for sports or the mammal
Creating new words with roots
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Remember This…
“The limits of my
language means
the limits of my
world.”
Wittengsten
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Strategy #3
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