Transcript Vocabulary Instruction

Vocabulary Instruction
Ivy Phillips
7th-grade English/Language Arts
Hutchison School
Outline
1.
2.
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6.
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9.
Rationale
Research
Common Core
Vocabulary in my classroom
Word Play
Student Research
Online tools
How do you provide effective vocabulary instruction?
Resources
Science Daily
http://www.sciencedaily.com/releases/2013/01/1301241340
46.htm
Rationale
1. Rationale
2. Research
3. Common Core
4. Vocabulary in my
classroom
5. Word Play
6. Student Research
7. Online tools
8. How do you
provide effective
vocabulary
instruction?
9. Resources
Wall Street Journal
http://online.wsj.com/article/SB10001424127887323316804
578163213067015532.html
Rationale
1. Rationale
2. Research
3. Common Core
4. Vocabulary in my
classroom
5. Word Play
6. Student Research
7. Online tools
8. How do you
provide effective
vocabulary
instruction?
9. Resources
Research
1. Rationale
2. Research
3. Common Core
4. Vocabulary in my
classroom
5. Word Play
6. Student Research
7. Online tools
8. How do you
provide effective
vocabulary
instruction?
9. Resources
● Gaining access to words is crucial to improve reading
comprehension (Baumann & Kame'enui (Eds.), 2003)
● Biemiller (2001) argues for explicit instruction in root
words and for instruction in deriving word meanings from
affixes and word families. Baumann et al. agree and
“recommend that future instructional research in
morphemic and contextual analysis (i.e., “ways of
inferring word meanings”) ought to be complemented
with teaching of high-utility root words (Dale &
O’Rourke, 1976) and Latin and Greek cognates,
which should expand students’ word-inference skill,
perhaps to the point of influencing comprehension.”
(Baumann, Edwards, Boland, Olejnik & Kame'enui,
2003).
Common Core
1. Rationale
2. Research
3. Common Core
4. Vocabulary in my
classroom
5. Word Play
6. Student Research
7. Online tools
8. How do you
provide effective
vocabulary
instruction?
9. Resources
● Students who are college and career
ready in reading, writing, speaking,
listening and language “...use a wideranging vocabulary.”
● “The vocabulary standards focus on
understanding words and phrases, their
relationships, and their nuances and on
acquiring new vocabulary, particularly
general academic and domain-specific
words and phrases” (Common Core
introduction).
Common Core – Language Standards
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1. Rationale
Language Standard 4: determine meanings – both in context
2. Research
and dictionary
3. Common Core
o L.6.4b, L.7.4b and L.8.4b Use common, grade-appropriate
4. Vocabulary
my Latin affixes and roots as clues to the meaning of a
Greekin or
classroom
word
5. Language
Word Play
Standard 5: figurative language, word relationships,
nuances
6. and
Student
Research in language
o Relationships between words (synonym, antonym, analogy)
7. Online tools
•
•
8. How do you
Language
provide effectiveStandard 6: Academic
vocabulary
vocabulary
independence
instruction?
and domain-specific words –
o Gather vocabulary knowledge when considering a word or
phrase important to comprehension or expression
9. Resources
Common Core - 3 Tiers
1. Rationale
2. Research
3. Common Core - 3
Tiers
4. Vocabulary in my
classroom
5. Word Play
6. Student Research
7. Online tools
8. How do you
provide effective
vocabulary
instruction?
9. Resources
Common Core – Effective Instruction
1. Rationale
1. Research
1. Common Core - 3
Tiers - Effective
Instruction
1. Vocabulary in my
classroom
1. Word Games
1. Student Research
http://www.learningunli
mitedllc.com/2012/12/1
1. Online tools
2-days-tool-5marzanos-6-step1. How do you
vocabulary-process/
provide effective
vocabulary
instruction?
1. Resources
Marzano’s 6-Step Vocabulary Process
The six-step process includes the following steps:
1. The teacher provides a description, explanation, or
example of the term.
2. Linguistic definition – students restate the description,
explanation, or example in their own words.
3. Nonlinguistic definition – students construct a picture,
pictograph, symbolic representation, or act out the
term.
4. The teacher extends and refines understanding of the
word by engaging students in activities that help them
add to their knowledge of the terms.
5. Periodically ask students to discuss the terms with one
another.
6. Involve students in games that enable them to play with
the terms and reinforce word knowledge.
Vocabulary in my
classroom
1. Rationale
2. Research
3. Common Core
4. Vocabulary in my
classroom
5. Word Play
6. Student Research
7. Online tools
8. How do you
provide effective
vocabulary
instruction?
9. Resources
What I’ve learned:
1. It takes time.
2. Even with a small class, it’s hard.
3. Multiple exposures - sounds nice, often tricky
4. Front loading helps - sometimes. Introducing key
terms before reading a text does help to a certain
extent; however, it is not a guarantee for
comprehension or retention.
5. Discuss the words for “a-ha” moments. It takes up a
lot of class time, but I’ve noticed that when we
discuss the words as a class and brainstorm new
words from the parts (prefixes, roots, and suffixes)
of those words, my students are more likely to
remember the word we started with and more likely
to connect to new words.
Word Play
1. Rationale
2. Research
3. Common Core - 3
Tiers
4. Vocabulary in my
classroom
Word Sorts Resource for word sorts - Gankse - Word Journeys
For a Closed Word Sort, provide students with the
categories into which they will sort the vocabulary
words. For an Open Word Sort, instruct the student
teams to suggest categories for organizing the words.
5. Word Play
6. Student Research
7. Online tools
8. How do you
provide effective
vocabulary
instruction?
9. Resources
Cloze Procedure (or something similar to it) - a
technique where words are deleted from a passage
according to a word-count formula; students insert
words as they read; initially a diagnostic for reading
assessment
Scrabble - with a vocabulary list or without; with a
dictionary or without
Word
Play
1. Rationale
2. Research
3. Common Core - 3
Tiers
4. Vocabulary in my
classroom
5. Word Play
6. Student Research
7. Online tools
8. How do you
provide effective
vocabulary
instruction?
9. Resources
Group Work
● Using the lesson 1 or 3 prefixes, roots, and
suffixes handout, come up with 3 to 4 new
words.
● When your team decides on a word, use the
dictionary to see if it is a real word.
● Write down the word, the part of speech, and
the definition.
● Combine two groups - share words.
○ Combine three groups - share words.
○ Another option: Combine groups then
share the common words with class.
Word Play
1. Rationale
Rules of Play
1. Context Clues: Read the sentences around the word to
Common Core - 3
Tierssee if there are clues to its meaning.
2.
Word-Part Clues: See if you can break the word into a
Vocabulary in my
classroom
root word, prefix, or suffix to help figure out the meaning.
● Look
for a ROOT WORD
Word
Play
● Look for a PREFIX
Student Research
● Look for a SUFFIX
Online tools
● Put the meanings of the ROOT and any PREFIX or
How do you
SUFFIX
together and see if you can build the meaning
provide
effective
vocabulary
of the word.
instruction?
2. Research
3.
4.
5.
6.
7.
8.
“I don’t know this word.”
9. Resources
Student Research via Reading
(independent or academic)
1. Rationale
2. Research
3. Common Core
4. Vocabulary in my
classroom
5. Word Play
Vocabulary Research Assignment
EXPOSURE: This assignment
extends instruction beyond my
classroom.
Tier 2 and tier 3 words are
more accessible.
6. Student Research
7. Online tools
8. How do you
provide effective
vocabulary
instruction?
9. Resources
CHOICE: Students may
choose any word from
any book.
Digital Tools
1. Rationale
2. Research
3. Common Core - 3
Tiers
4. Vocabulary in my
classroom
5. Word Play
http://lingro.com/ → Insert a website into Lingro, and
it becomes clickable. Similar to a Kindle, students can
click on any word for a definition.
http://visual.merriam-webster.com/ → visual dictionary
http://www.wordnik.com/ → definitions, example
sentences, synonyms, picture associations,
6. Student Research
7. Online tools
8. How do you
provide effective
vocabulary
instruction?
9. Resources
http://www.etymonline.com/ → Etymology dictionary.
Search the history of a word. This dictionary also
breaks it down into prefix, root, and suffix.
http://www.tingoed.com/
How do you teach vocabulary?
1. Rationale
2. Research
3. Common Core - 3
Tiers
4. Vocabulary in my
classroom
5. Word Play
6. Student Research
7. Online tools
8. How do you
provide effective
vocabulary
instruction?
9. Resources
Resources for you
1. Rationale
2. Research
3. Common Core - 3
Tiers
4. Vocabulary in my
classroom
5. Word Play
6. Student Research
7. Online tools
8. How do you
provide effective
vocabulary
instruction?
9. Resources
http://www.learningunlimitedllc.com/2012/12/12-tools-tool-10infographic-effective-vocabulary-instruction/
http://www.learningunlimitedllc.com/2012/12/12-days-tool-5marzanos-6-step-vocabulary-process/
http://www.learningunlimitedllc.com/teacherresources/vocabulary/
http://www.learningunlimitedllc.com/wpcontent/uploads/2012/09/Save-the-Last-Word-for-Me1.pdf
Presentation Resources
Baumann, J. F., Edwards, E. C., Boland, E. M., Olejnik, S., & Kame'enui, E. J. (2003). Vocabulary
tricks: Effects of instruction in morphology and context on fifth-grade students' ability to derive and
infer word meanings. American Educational Research Journal, 40(2), 447-494.
Baumann, J.F. & Kame'enui, E.J. (Eds.),Vocabulary Instruction: Research to Practice (Solving Problems in
the Teaching of Literacy)New York: The Guilford Press.
Harris, L. A. Institute of Education Sciences, (2007).Adolescent literacy: Word study with middle and
high school students. Retrieved from website: http://files.eric.ed.gov/fulltext/EJ967455.pdf