Transcript Tool Box Additions: Strategies for Vocabulary Development

RtI Day #3
“Deepening
the Tool Box”
Monroe #1 BOCES
December 8 & 11, 2008
Kelly Endres, SETRC
Christina Ecklund,
Professional Development
Coordinator/Instructional
Specialist
Why are Strategies Used?
• Reading makes more sense for struggling
readers when strategies are taught
explicitly, allowing students to apply the
strategies in a structured setting and they
are provided immediate corrective
feedback.
Good readers use strategies
naturally and strategies
become effortless skills.
Why are Strategies Used?
• The use of strategies provides struggling
readers tools to utilize in order to become
proficient readers.
• Strategies make reading more fun.
How Do I Teach a Strategy?
The Steps for Teaching Explicitly
1. Clear explanation of the task.
2. Breaks the task into small, sequenced
steps.
3. Embedded practice with each step for
mastery.
4. Explicit, immediate, corrective feedback.
Scaffolding Instruction
1. Break the skill down into a series of
developmental steps.
2. Each step is taught, practiced, and applied.
3. Makes complex tasks manageable.
4. Systematic instruction follows a sequence from
the basic element and progresses to more
advanced elements.
Simple
Easy
Complex
Difficult
Scaffolding
Teacher
 Occurs across the curriculum.
 More support for new concepts, tasks, and
strategies.
Content
 Simpler concepts and skills to more
challenging concepts and skills.
Scaffolding, cont.
Task
 Student proceeds from easier to more difficult.
Material
 Variety of materials to guide student thinking.
What is an Intervention?
“Interventions are specific strategies adopted
to help students make progress toward
academic or behavioral goals.”
- Jim Wright, RTI Toolkit, p. 89
Increasing the Odds of Successful Interventions
• Identifying the underlying reasons for poor
school performance.
• Selecting one or more research-based
strategies.
• Creating teacher friendly scripts.
• Assessing the intensity of the intervention.
• Selecting one method to measure the
quality of the teacher’s
intervention follow-through.
credit Jim Wright, RTI Toolkit, p. 90
RtI and Literacy…
Reading Readiness skills help prepare learners for
the task of reading. The particular skills they
need to learn will depend on their previous
experience with and exposure to
reading. Reading readiness skills need to be
taught in a context which gives the expectation
that reading is for meaning. The learners need to
hear stories read aloud and
observe that reading and writing
are useful and meaningful.
Connections
“The structure of oral language is the basis of
phonological awareness. The structure of written
language is based on oral language. A
reciprocal relationship exists among all three
areas: as one area develops, there is a general
increase in the other areas.”
“Building Early Literacy and Language Skills”
p. 5
Literacy Development
Oral Language
Phonological Awareness
Written Language
Four Types of Vocabulary
Speaking
Reading
Listening
Writing
Expressive & Receptive Vocabulary
• Expressive Vocabulary: “The body of
words a person is able to define, describe,
or explain either orally or in writing
(produce).”
-National Institute for Literacy
• Receptive Vocabulary: “Requires a
reader to associate a specific meaning with
a given label as in reading or
listening.”
-University of Oregon
Tool Box Additions: Strategies for
Vocabulary Development
Word Maps/Frayer Model
– 4-Square or Web: word in middle, What is it?
(synonym), (antonym), What is it like?
(example), What it is not (non-example).
Drawing/picture.
Tool Box Additions: Strategies for
Vocabulary Development
Visual Boxing - Divide a box into four
sections. In the top left box, write the word
to be defined. In the top right box, draw an
illustration of that word. In the bottom left
box, give an example of the word. In the
bottom right box give an opposite or nonexample of that word.
scurry
Move hurriedly,
quickly.
They moved
slowly.
Tool Box Additions: Strategies for
Vocabulary Development
Over the Head
– Student are moving around the room as
they are given clues to figure out the
vocabulary word “over the head.”
– Adaptation: “Vobackulary”
• Students wear the vocabulary words on their
back
Tool Box Additions: Strategies for
Vocabulary Development
What it is…
Word Scrolls
What it isn’t…
cowardly
brave
Courageous
-ous
full of
heroic
afraid
Lance
Armstrong
Firemen
full of
courage or
very brave
credit: When Kids Can’t
Read: What Teachers Can
Do, Kyleen Beers
Not trying to ski again
after you broke your
leg
Being alone in
the dark
The firemen who enter a burning building are very courageous.
Tool Box Additions: Strategies for
Vocabulary Development
Making Connections
Target Word:
Context
What it is…
What it is not…
__________
______________
__________
I’d probably find this word in these
contexts (places, events, people,
situations)…
I’ll remember this word by connecting it to…
__________
credit: Words, Words,
Words by Janet Allen
Tool Box Additions: Strategies for
Vocabulary Development
Alphaboxes
– Helps children reflect on what they’ve read
while engaging them in vocabulary
expansion and graphophonic exploration.
– Children work together to find words for
each box that relate to the content of the
reading selection.
-see handout “Alphaboxes”
in Vocabulary FCRR
packet
credit: Hoyt
Tool Box Additions: Strategies for
Vocabulary Development
Cubing – Give students a pattern for a
cube.
– Have students:
•
•
•
•
1) Write the vocabulary word
2) define it
3) write something personal it reminds them of
4) write a synonym
5) write an antonym and
6) illustrate it. Hang the various
vocabulary cubes in a mobile form.
Tool Box Additions: Strategies for
Vocabulary Development
Concept Wheel
– A graphic organizer in the shape of a wheel
with a concept in the middle and related
generated vocabulary words on the spokes.
Have You Ever?/ Idea Completion
– Give students a sentence starter using a
vocabulary word and ask them to buddy up
and finish it. Then switch turns.
Tool Box Additions: Strategies for
Vocabulary Development
Sight Word Development:
– Crash Game
• Most cars have sight words on them. About ¼ of
the cars have the word “CRASH” on them.
Students choose a card from the pile. If they can
read it they get to keep choosing cars until they
don’t know the word or they get a CRASH car.
(Students get to keep the crash cars too –having so
many crash cars evens out the turns)
Tool Box Additions: Strategies for
Vocabulary Development
Affix Webs
– Creating webs with base words and prefixes
or suffixes
Book Walls
– Post picture of book cover with three words
from the story on cards under it. When
students use the word place a
small sticky with their name on
the word.
Tool Box Additions: Strategies for
Vocabulary Development
Scaling
– Students list synonyms for vocabulary words, starting
with the greatest extreme and moving to the lowest.
Ex: for happy – ecstatic, cheery, glad
Happy --------------------------------- Ecstatic
(laughing, chipper, delighted, joyful,
blissful, exultant)
Tool Box Additions: Strategies for
Vocabulary Development
Show & Go Words
– Words that you can quickly show by:
pantomime, pretending, acting out pointing to
object, fast sketch or drawing, or picture.
– Quickly show what the word means then go
right on with the rest of the lesson.
Tool Box Additions: Strategies for
Vocabulary Development
Semantic Mapping
– Select a word central to the topic and display
it. Ask students to generate as many words as
possible that relate to the target word and then
write the generated words in categories and
label categories. From this list, construct a
map. Lead the class in a discussion that
focuses on identifying meanings
and uses of words.
Tool Box Additions: Strategies for
Vocabulary Development
Word Pair Analysis
– Comparing two words for similarities and
differences
Venn Diagrams
– Compare two words: alike, different
Vocabulary: Venn Diagram
Lemur
Ostrich
Has feathers
Has two legs
Both live
in wild
Lays eggs
Both live
in the
zoo
Has fur
Has four legs
Babies born
alive
Tool Box Additions: Strategies for
Vocabulary Development
yummy
disgusting
Synonym
Example
Antonym
scrumptious
Chocolate
cake
worms
Nonexample
Tool Box Additions: Strategies for
Vocabulary Development
What is it?
What is it like?
noise
scary
Word Map
mean
snarl
angry
look
growl
vicious
Tool Box Additions: Strategies for
Vocabulary Development
Logographic Cues
• Purpose: Logographic cue cards are an interactive
activity to help students learn vocabulary words.
• Description of Strategy: (Putting the Strategy to Work)
– Write the vocabulary word on one side of the card (index card).
– On the other side students write the definition.
– On the same side they draw a logograph that suggests the
meaning of the word.
• (Example: draw a ghost for apparition, or someone of the edge of a
cliff for precarious).
• Students can also write synonyms of the word and record
where the word came from.
Other Comments: Students should
create their own unique logographic
cards to ensure they use logographs
that are meaningful to them.
Tool Box Additions: Strategies for
Vocabulary Development
• Vocabulary Strategy
“Wordsalive Mapping” strategy
Tool Box Additions: Strategies for
Vocabulary Development
K.I.M. - for vocabulary words and new
ideas
• Write the term or key idea (K) in the left
column, the information (I) that goes
along with it in the center column, and
draw a picture of the idea, a memory clue,
(M) in the right column.
Tool Box Additions: Strategies for
Vocabulary Development
K.I.M. continued:
• The key idea may be a new vocabulary word, or
a new concept. The information may be a
definition or it may be a more technical
explanation of the concept. The memory clue is a
way for students to fully integrate the meaning of
the key idea into their memories. By making a
simple sketch that explains the key idea,
students synthesize and interpret the new
information, making it their own.
Then, students can reference
their drawings to easily remember
new key ideas.
Tool Box Additions: Strategies for
Vocabulary Development
Say the Word
• Write the selected words on the board.
Have students read the words aloud.
• Group the students with partners and
distribute a sheet of notebook paper to
each pair.
Tool Box Additions: Strategies for
Vocabulary Development
Say the Word, continued:
• Have students fold their papers into three
vertical sections to make three columns.
At the top of the columns they should write
the headings words: synonyms and
antonyms.
Tool Box Additions: Strategies for
Vocabulary Development
Say the Word, continued:
• Discuss the meanings of synonyms and
antonyms with students and write
examples of each. “Synonyms are words
that have similar meanings, such as nice
and kind. Antonyms are words that have
opposite meanings, such as
nice and mean.”
Tool Box Additions: Strategies for
Vocabulary Development
Say the Word, continued
• Have students write the words from the
chalkboard on their papers under the
words column. Allow partners to work
collaboratively to write a synonym and
antonym for each word in the first column.
• Have partners compare their lists of
synonyms and antonyms with
other students.
Tool Box Additions: Strategies for
Vocabulary Development
Semantic
Feature
Analysis
+ animal
has feature
- Animal
does not
have
feature
animal
could or
could not
have
feature
Has
two
legs
Has
four
legs
Has
feathers
Babies
born
alive
Lays
eggs
Lives
on a
farm
Lives
in wild
Duck
+
-
+
-
+
+
+
Alligator
Koala
-
+
-
-
+
-
+
-
+
-
+
-
-
+
Ostrich
+
-
+
-
+
+
+
Pelican
+
-
+
-
+
-
Tool Box Additions: Strategies for
Vocabulary Development
For each new word:
Phase 1: Demonstrate explicit steps and
strategies
Phase 2: Model multiple examples
Phase 3: Provide extensive opportunities to
practice
Phase 4: Structure ample
review opportunities and
apply in new contexts
Final Points to Ponder on Vocabulary
The best way to foster vocabulary growth is to
promote wide reading.
“Research has shown: that children who read
even ten minutes a day outside of the school
experience substantially higher rates of
vocabulary growth between second and fifth
grade than children who do little
or no reading.”
~Anderson & Nagy, 1992, p. 46
Final Points to Ponder on Vocabulary
• In the primary grades, vocabulary should
be about building children’s vocabulary—
the words they understand when they hear
them and can us in their own speech.
• In the upper grades, vocabulary
development should be about building
students’ reading and writing
vocabulary.
Final Points to Ponder on Vocabulary
• Vocabulary direct instruction includes
providing students with specific word
instruction and teaching students wordlearning strategies.
• Students with struggling vocabulary
development should learn eight to ten new
words each week.
References/Credit
•
•
•
•
•
Honig, Diamond, Gutlohn. (2000). Teaching Reading Sourcebook. Arena
Press, Novato, CA.
Kame’enu, E., Harn, B., Chard, D., Simmons, D., and Coyne, M. (2003).
Enhancing Vocabulary Instruction in Core Reading Instruction. © 2003.
Montgomery, J. K. (2007). Evidence based practices influencing vocabulary
interventions. Rochester, NY.
Montgomery, J. K. (2007). The Bridge of vocabulary. Bloomington, MN:
AGS Pearson Assessments.
Kuhn, M. (2005). Helping students become accurate, expressive readers:
Fluency instruction for small groups. The Reading Teacher, 58(4), 338-345.
References/Credit
•
•
•
•
Montgomery, J. K. (2007). The Bridge of vocabulary. Bloomington, MN:
AGS Pearson Assessments.
Paulson, L., Noble, L., Jepson, S., van den Pol, R. (2001). Building early
literacy and language skills. Longmont, CO: Sopris West.
Pikulski, J.J., & Chard, D.J. (2005). Fluency: Bridge between decoding and
reading comprehension. The Reading Teacher, 58,(6), 510-519.
Rasinski, T.V. (2003). The fluent reader: Oral reading strategies for building
word recognition, fluency, and comprehension. New York: Scholastic.