Transcript Word Detectives and Vocabulary - NRPPortfolio-LD

Word Detectives and Vocabulary
Dr. Elaine Roberts, Ph.D.
University of West Georgia
Language, Listening, Vocabulary
• 4 Types of Vocabulary
– Listening
– Speaking
– Reading
– Writing
*Largest store of words
Comprehension & Vocabulary are related to reading
success
Vocabulary Teaching Challenges
• Known words – Don’t need to spend time
teaching
• Familiar words—Have concepts, know synonyms
or antonyms, use time to make connections,
construct definitions, examples, concepts
– New word exuberant …….Happy
• Unknown word– unknown concept—difficult to
teach, requires teaching the concept along with
the word (cells) and vocabulary strategies.
Vocabulary Learning Challenges
• Cultural considerations:Cognates–coffee/ Café.’
Also,teach words that are not cognates, pronouns
are often omitted in languages-The word “he” is
sometimes used to represent male and female by Spanish
speaking ELL students.
• Slang “These shoes are bad!”
• Homograph: Multiple meaning words (Look the
same/sound different (wind/wind)
– The wind blew my hair.
– Wind the string around the stick.
• Homophone: sound the same look different
(blue/blew, to/too/two).
3 Principles for
Classroom Language Learning
• Wide Exposure to Rich Language
Most language develops through incidental exposure
• Actively Involve Students
Teach students to find new
vocabulary and
share meanings creatively
• Incidental Exposure and Direct Teaching
– Teach them how to learn vocabulary
Strategies for Learning Vocabulary
• Pre-teach 5 – 6 essential words: Teaching the word and definition
only is ineffective. “In order for the brain to store something new in permanent
memory, it has to connect it to something else that is already known. If you just look
up a word and write the definition down, it doesn’t make any sense.” (Collier, 2007)
• Knowledge Rating of Words (Chart- Word: I don’t know it, I think I
know it, know it well-use in sentence)
• Questioning/Connecting/Discussion: ask & answer questions using
the word
• Possible Sentences/Compare
• Skim and Scan to Confirm; context clues
• Vocabulary Chart/Word Wall to assess learning -Dictionary to erase
doubt AFTER discussion
RIVET: A Pre Reading Strategy
Reading Activity showing how building background knowledge with
vocabulary builds comprehension. The teacher or student supplies
some of the letters of the new vocabulary words . The students fill
in the blanks of the words then discuss the meanings. They use the
vocab. to discuss what they think the text will be about.
Who? Isabel, 12 yrs. old
Where? The neighborhood
• _ _expected
• men_c_e
• gold_ _ _ _ triever
• t_ _rifying
• _ _ _ _ _cane
• e _ e_ge_cy
• a _ b_l_nce_
(Cunningham, 2000)
Overheard Conversations
• “There’s nothing like it in the world!”
• “It’s fantastic! Better than I could have imagined”
• “That was a weird one”
• “What a drag”
Monotonous, unique, peculiar, extraordinary
Word Detective Bookmark
•
•
•
•
Word Detective Name __________
Text Title ____________________
Author ______________________
Word, phrase, and Page
• ______/_________________
______
• ______/_________________
______
• ______/_________________
______
• ______/_________________
Multi-sensory Teaching: Practice, Reinforcement, Retention
• Word/Picture Displays : generate pictures, examples & non-examples of word
meanings
• , Personal clue cards: chunk the vocabulary word into syllables, circle prefixes
and suffixes, and examine the root word. Then use the word in a sentence, and
create a related picture or comic
• Multiple meaning word sentences: Ex. 2 sentences for the different meanings
of the word “wind”
• Yes/No game: Read sentences and/or create clip art pictures with accurate and
inaccurate meanings of a word.
• Use million dollar words: www.spellingcity.com
• Word Collections: Categorize words based on a subject (Math: squares,
rectangles) or similar affixes (presume, prepare)
• Word card Activity: Students in small groups pull a vocabulary word from a
stack of cards and then draw an action card with the following directions: act it
out, illustrate, or use the meaning of the word in a sentence. The other group
members watch and guess the word. After playing the game they add the
words to a word wall. They use the word wall as a resource during reading and
writing!
Word Theatre Group Activity- Create a script for a play
using new vocabulary words from forthcoming content area
topics plus related ‘fun’ words.
• global, puppet master, love-hate, retribution,
jealousy, irresistible
• social media, jailbird, anarchist, fugitive,
liberate, nightmare
• water, deluge, red planet, Green Lantern,
equator, lava
http://smithsonianscience.org/2013/03/waterchannels-on-mars/
Structural Analysis and Vocabulary
• Attention to Affixes and Roots
– Define Root
– Define Prefix
– Define Suffix
• Teach dictionary skills directly
– Dictionary visuals
– Multiple word sentences
– Dictionary races
Essential: Students Understand the Meaning of
Common Prefixes for Vocabulary and Comprehension
•
•
•
•
•
•
•
Anti-against
Bi-two
Hyper-overly
Mal-bad
Non-not
Sub-under
Un-not
Common Suffixes
•
•
•
•
•
•
-able (ability to)--dependable
-hood (state of)—parenthood
-ist (one who)—pacifist
-less (without)-clueless
-ment (resulting state)-contentment
-ous (full of) joyous
‘Spy’ is such a short word. I prefer 'espionage.' Those extra three
syllables really say something! Author unknown. http://vocablogplc.blogspot.com/ Great resource!
Manzano’s (2004) Six Steps to Effective Vocabulary Instruction
• Step 1: The teacher provides a description, explanation, and
example of the new term. Use visuals and technology.
• Step 2: Students restate the explanation of the new term in their
own words.
• Step 3: Students create a non-linguistic representation of the term
(multi-sensory).
• Step 4:Students periodically do activities that help them add to their
knowledge of vocabulary terms.
• Step 5: Periodically review vocabulary strategies and ask students
to use the strategies as they discuss the terms with one another
across the content areas-connect to reading and writing.
• Step 6: Periodically students are involved in games that allow them
to play with the terms-connect to reading and writing.