Transcript Vocabulary - ESU6

Big Ideas in Reading:
Vocabulary
Sprinkle the Environment
Generously with Robust Words
Presented by:
April Kelley
Bill, can you define
procrastination?
Yes, but not right now.
BLAMESTORMING:
Sitting around in a group,
discussing why a deadline
was missed or a project
failed, and who was
responsible.
SEAGULL
MANAGER:
A manager who flies in,
makes a lot of noise, craps
on everything, and then
leaves.
CUBE FARM:
An office
filled with cubicles.
PRAIRIE DOGGING:
When someone yells or
drops something loudly in a
cube farm, and people's
heads pop up over the walls
to see what's going on.
CROP DUSTING:
Quietly passing gas while
passing through a Cube
Farm.
XEROX SUBSIDY:
Euphemism for swiping free
photocopies from one's
workplace.
PERCUSSIVE
MAINTENANCE:
The fine art of whacking the
crap out of an electronic
device to get it to work
again.
Seasonal Partners
Find someone to be your partner for each season. Try
to find someone not sitting at your table. Record their
name on the line below that season.
Introductions
Name, Grade, School
+
Favorite Word
Seasonal Partners
Find someone to be your partner for each season. Try
to find someone not sitting at your table. Record their
name on the line below that season.
Vocabulary instruction is like
the weather. Everyone talks
about it, but no one is quite
sure what to do about it.
Blachowicz & Fisher (2002)
Round the Room Survey
What do you know
about vocabulary?
What do you want to
know about vocab.?
Round the Room Survey
Put aside your pencil and paper. When I
say, “Go”. Move around the room,
sharing your responses from “What do I
want to know about fluency?” and listen
to the responses of others. Meet as
many as possible.
When I call “TIME” return to your seat
and write as many of the responses as
you can remember.
At your table, pool and extend your
lists. Designate one recorder and
one reporter.
Round the Room Survey
Read “Focus on
Vocabulary”
Underline 1 key phrase
Circle 1 key word
Pair up with
partner.
Discuss what you read.
Donovan’s Word Jar
Word of the Day
•Classroom or School
•Students submit words into a jar.
•Every morning, the teacher or principal,
announces the word of the day using a structured
method (such as Anita Archer’s)
•Teacher posts word in room (markerboard)
•Students are challenged to use and/or listen
for word throughout the day.
•Tally marks and or other recognition for using
word.
Word of the Morning
Invitation
Please add words to our jar throughout the
morning. We’ll draw a new word for the
afternoon.
Outcomes
•Explore the principles of effective vocabulary instruction
(explicit vs. implicit)
•Understand the research behind vocabulary development
•Gather various vocabulary instructional strategies
•Learn how to pick and choose vocabulary activities based
upon the NE Language Arts Standards
•Learn how to choose words that should be taught.
Personal Connections
Challenge
What is Vocabulary?
Vocabulary is knowledge of words
and word meanings.
Words come in 2 forms  oral - words we recognize and use in listening
and speaking
 print - words we recognize and use in reading
and writing
Word Knowledge comes in 2 forms  receptive - words we recognize when we
hear or see them
 productive - words we use when we speak or
write
Which vocabulary is usually larger,
receptive or productive? Why?
Why should
we as
educators
care about
vocabulary
instructions?
Teacher: Samantha, please
define ignorance and apathy.
Samantha: Teacher, I don’t
know and I don’t care!
Reasons for Vocabulary Instruction:
Hallmark of an educated person
Critical to academic achievement
Strongly related to reading proficiency
“Glue” that holds stories together
Beck, McKeown, & Kucan (2002)
•
One of the most persistent findings
in reading research is that the extent
of the students’ vocabulary
knowledge relates strongly to their
reading comprehension and overall
academic success.
(Baumann, Kame’enui & Ash, 2003;
Becker, 1977; Davis, 1942; Whipple, 1925)
•
•
Cycle of Frustration and Failure
they don’t have
opportunities to see
and learn very
many new words.
lack the word
knowledge to
understand
what they read
Students
don’t read very much,
they avoid
reading.
Matthew Effect
-Stanovich (1986)
•
If the words are not in
children’s oral vocabulary,
they have trouble reading
the words and their
comprehension is hindered.
•
- National Reading Panel, 2000
Definition/Sentence Activity
•
•
•
•
•
Copy the definition of one of these words
and then use it in a sentence.
Dittography - n - inadvertent repetition
of letters, syllables, or words.
Epigone - n - a mediocre imitator or
follower of an important person
Soporific - adj - tending to dull alertness
or cause sleep
Sternutation - n - the act of sneezing or
a sneeze
So…how do we teach
vocabulary?
Language is difficult
to put into words.
Voltaire
Decrease
Looking up definitions as a single
source of word knowledge
Asking students to write sentences for
new words before they’ve studied the
words in depth
The notion that all words in a text need
to be defined for comprehension
Using context as a highly reliable tool
for increasing comprehension
Assessments that ask students for a
single definition
Allen (1999)
Increase
Time for reading
Use of varied, rich text
Opportunities for students to hear or
use words in context
Use of concrete contexts when possible
Opportunities for students to use
words in meaningful ways
Study of concepts rather than single,
unrelated words
Allen (1999)
Guideline
:
The effective vocabulary teacher builds
a word-rich enviroment in which students
are immersed in words for both incidental
and intentional learning, and the
development of “word awareness.”
•
One must be drenched in words,
literally soaked in them, to have
the right ones form themselves
into the proper pattern
at the right moment.
-Hart Crane
Surround students with
rich oral language.
• Read Alouds - Fast Mapping (Anita
Archer)
• (Anita’s Video)
Video Reflection
•
•
•
Meet with your Summer Partner to
Discuss the following:
What instructional procedures were used
to teach the vocabulary words?
What other good instructional practices
did you observe?
Surround students with
rich oral language.
• Read Alouds - Fast Mapping (Anita
Archer)
• “Wonderful Words” Wall - Personal
Word Walls
• Donovan’s Word Jar - Word of the Day
• Conversations
Children learn new words from
being read storybooks with rich
words and from interactive dialogue
about the words after reading.
Beck, McKeown & Kucan, (2003);
McKeown, Beck, Omanson & Pople, (1985)
25 to 50 percent of annual
vocabulary growth can be
attributed to incidental learning
from the context while reading.
Nagy et al. (1997)
If students do a modest amount of
reading - 3,000 words per day they will encounter 10,000
different unknown words in a
year.
Nagy et al. (1987)
The amount of free-choice
reading is the best predictor
of vocabulary growth
between grades two and five.
Wilson and Anderson (1986)
Create interest with
word play.
Idioms and Metaphoric Expressions
Colors
Dogs
Cats
Body Parts
Farm Animals
Baseball
Football
Space
Sky
Numbers
Food
Insects
Games
Balderdash
Boggle
Charades
Listen Up!
Mad Gab
Outburst
Oodles
Password
Pictionary
Scattegories
Scrabble
Taboo
Upwords
Win, Lose, or Draw
Guideline
:
The effective vocabulary
teacher helps students develop
as independent word learners.
•
Encourage students to become
Word Detectives.
Allow students more control of their
word learning.
Teach students to use context clues
to infer meaning.
Provide supportive instruction on
using a dictionary.
Dictionaries often present
brief, inadequate
definitions due to space
restrictions.
Beck (2003)
INCOMPLETE
DEFINITIONS
Interference - the act of an
instance of interfering
Tactics - methods used to bring
something about
Methods that provided only
definitional information about
each to-be-learned word did not
produce a reliable effect on the
comprehension.
Stahl and Fairbanks (1986)
WORD:
ERODES
•
DEFINITION: eats out
SENTENCE: Since my mom
went back to work, my family erodes a
lot.
QuickTi me™ and a
Graphics decompr essor
are needed to see thi s pi ctur e.
For many students, words have
been defined, but not deeply
learned. Along with the
definitional introduction of a
word, they must have multiple
exposures to the word in context
and use with teacher feedback.
Beck and McKeown have
shown benefits of having
students put dictionary
definitions in their own words to
make them more studentfriendly and meaningful.
Guideline
•
:
The effective vocabulary
teacher uses instructional
strategies that not only
teach vocabulary, but also
model good word learning
behaviors.
Which words should I teach?
Domain specific words
(biome, isotope, peninsula)
Tier 3
High frequency words for
Mature language users.
(absurd, obscure)
Tier 2
Basic Words known
by most students.
(clock, baby, run)
Tier 1
Greek and Latin Root Words
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Greek and Latin derivations comprise
approximately 85% of our English
Language. (Rasinski, 2003)
Examples:
Root
Meaning
Example
ast (G)
start
asteroid, astronomy
audi (L)
hear
audible, audience
Phon (G)
sound
phonics, telephone
Weave vocabulary
instruction into your
day through
incidental or
intentional teaching
of word learning.
Guideline
•
:
The effective vocabulary
teacher provides explicit
instruction for important
content and concept
vocabulary, drawing on
multiple sources of meaning.
Good learning occurs when
students actively construct
their own meaning.
Explicit Vocabulary Instruction
•
Introduce the Word
•
Present a Student-Friendly Definition
•
Illustrate the Word with Examples
•
Illustrate the Word with Non-examples
•
Check Students’ Understanding
•
Review
Explicit Instruction Activity
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Find your Spring partner
Plan out a six-step process for teaching the
following words:
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Neophyte - (n.) a beginner or a novice
Amid/Amidst - (prep.) surrounded by,
in the middle of, during
Effective Resources used to
Enhance Word Learning
•
Dictionaries
Thesauruses
•
Graphic Organizers
•
Mnemonics
•
The difference between the right
word and the almost right word is
the difference between lightning
and a lightning bug.
QuickTi me™ and a
Graphics decompr essor
are needed to see thi s pi ctur e.
Mark Twain
NE L.A. Standards &
Reading Programs
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Take the NE Language Arts Standards
Think about your reading program and
instruction. Place a tally mark next to each
standard if it’s taught in the program or you
teach it explicitly.
Highlight the standards not addressed in
the program or explicitly by you.
Find your fall partner and share your
findings.
Research conducted in the past
ten years reveals that vocabulary
knowledge is the single most
important factor contributing to
reading comprehension.
LaFlamme (1997)
Additional Vocabulary Activities
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Prevoke/Vocabogram
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Word Lines
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Word Sorts
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Word Wall Activities
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Definition Poem
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Interview a Word
•
Graphic Organizers
Mrs. Picky Word Wall Activity
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Season
•
Explicit
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Vocabulary
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Resources
•
Onus
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Research
•
Definition
•
Enthusiastic
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Standards
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Example
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Strategies
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Model
Think Time
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Look through the packet.
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Mark your favorites.
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Ask questions.
Word Storm Summary
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In your table groups, think of as many
connections to the Big Idea of Vocabulary
as possible.
They can be synonyms, antonyms, people,
situations, strategies, processes, or
anything that makes vocabulary meaningful
to you.
•
Record on Word Storm.
•
Share out!
Evaluation
Top Ten Ways to Develop
Vocabulary with Your Students
10. Give direct instruction in how to use a
dictionary and give feedback on word usage.
•
9. Use alternative word learning activities, rather
than copying meanings from the dictionary.
•
8. Give direct instruction in how to use the
context to infer word meanings.
•
7. Teach students how to use graphic
organizers, make associations, and
personalize words to improve retention of
word learning.
•6. Give direct instruction and provide
multiple exposures to important TIER 2
words.
•5. Build a rich oral language through the use
of read alouds and teacher language.
•
4. Play with words through the use of puns,
word games, jokes, idioms, etc.
•3. Provide texts of various levels, genre,
gender interest, and time necessary for wide
reading.
•2. Model enthusiasm for word learning and
encourage word learning beyond the
classroom
•
1. Sprinkle the environment
generously with robust words!