3 x 3 Vocabulary word knowledge reading with explanation strategies direct instruction Nonlinguistic representations Frayer dictionaries background knowledge assessment. Adapted from G[r]
(1)Module:
Vocabulary
Facilitated By: Cheryl Harvey
and
Rebecca Radicchi
(2)(3)How confident you feel about your vocabulary instruction?
On a scale of – 9, how confident are
you about your vocabulary instruction?
Place a post-it on the scale on the wall–
1 is the lowest & is the highest.
1 5 9
(4)Essential Questions:
Why is vocabulary instruction so
important?
What are exemplary
(5)A little boy was in a relative’s wedding As he was walking down the aisle, he would take two steps, stop, and turn to
the crowd While facing the crowd, he would put his hands up like claws and roar So it went, step, step, ROAR, step,
step, ROAR, all the way down the aisle As you can imagine, the crowd was near tears from laughing so hard The little boy
was getting more and more distressed from all the laughing, and he was also
near tears When asked what he was doing, the child sniffed and said, “I was
(6)LEVEL 1 Unknown
LEVEL 2 Acquainted
LEVEL 3 Established
Beck, McKeown, & Omanson, 1987
What level of
vocabulary knowledge is
(7)• Discuss your
response with a partner
• Group leader should
be prepared to share with everyone.
(8)Word knowledge is much more than word identification or even definitional
knowledge–
“It takes more than definitional
knowledge to know a word, and we have to know words in order to identify them
in multiple reading and listening
(9)There is an
estimated 4,700 word difference in
vocabulary knowledge
between high- and
low- SES (Nagy and
Herman ,1984)
Research on the importance of vocabulary instruction:
For English
language learners the “achievement gap” is primarily a
vocabulary gap
(Carlo, et.al., 2004)
Vocabulary
instruction is one of the essential
elements for literacy
development for
students “at risk.” (
RAND Reading Study Group, 2002,
(10)Word Knowledge is Multifaceted Know it well, can explain it, use it Know something about it, can
relate it to a situation
Have seen or heard of the
word
Do not know the word schema prosody morpheme schwa automaticity diphthong
(11)Comprehensive Vocabulary Instruction
Rich language learning environment
( including Read-Alouds)
• Wide and Varied
Independent Reading
(12)Reading Aloud
• Students retain more vocabulary
when the teacher explains critical vocabulary terms in context
during the reading
• Reading a book several times
(13)Reading Aloud
"The single most important
activity for building the knowledge required for
eventual success in
reading is reading aloud to children."
(14)Collaborative Pairs
• What are the advantages of
reading aloud to students?
• How read-alouds support
(15)Comprehensive Vocabulary Instruction
• Rich language learning environment
(including Read-Alouds)
Wide and Varied Independent
Reading
(16)Reading Volume of 5th-grade Students of Different Levels of Achievement
Achievement Percentile Minutes of Reading Per Day Words Per Year
90th 40.4 2,357,000
50th 12.9 601,000
10th 1.6 51,000
(17)Independent Reading:
Accounts for one-third or more of vocabulary growth.
• How you show your
students that independent reading is great & joyful?
• How you make
independent reading time meaningful?
• What obstacles you
need to overcome?
(18)Comprehensive Vocabulary Instruction
• Rich language learning environment
( including Read-Alouds)
• Wide and Varied
Independent Reading
Direct Vocabulary
(19)Vocabulary Instruction
Direct teaching of vocabulary can help improve comprehension when we follow these guidelines (Cooper, 1993):
• A few critical words are taught.
• The words are taught in a meaningful
context (including nonlinguistic representations)
• Students relate the new words to their
background knowledge.
• Students are exposed to the words
(20)(21)You Try It!
• Using the text provided, collaborate with group members and decide on the most important words to teach.
(22)“Which words should I teach?”
• Which words are most important to
understanding the text?
• How much prior knowledge will students
have about the word/concept?
• Is the concept significant and therefore
requires previewing?
• Which words can be figured out from the
context?
(23)(24)(25)Background Knowledge
“The relationship between vocabulary
knowledge and background knowledge is
explicit in research.”
(26)Powerful Zebras
(27)Word Sorts
• Provide students with a set of vocabulary
word cards (related to a specific concept or topic).
• Work in groups to sort the words into
categories.
• Encourage students to find more than one
category for the vocabulary words.
• Students then discuss with teacher & peers
their rationale for categorizing words.
cold front
meteorologist
temperature
barom eter
(28)migrate
Schwartz & Raphael, 1985
To move regularly from one region to another
people working
for seasonal jobs birds Nomads
traveling relocating
moving around
What are some examples?
(29)Definition Characteristics
Non-Examples Examples
Frayer Model (Frayer, Frederick, & Klausmeier, 1969)
herd
• Group
• Like animals • Clustered a congregation of wild
(30)Definition Characteristics
Non-Examples Examples
Frayer Model (Frayer, Frederick, & Klausmeier, 1969)
Prime
2, 3, 5, 7, 11, 13,
17, 1, 4, 6, 8, 9, 10
• 2 is the only even prime number • and are not prime
•Every whole number can be written as a product of primes A whole number with
(31)(32)Words Context Predicted Definition
Confirm Nutrition
Ballyhoo
cereal box
billboard
Important ingredient in
food
? To advertise in loud
(33)MATHEMATICS
NAME SYMBOL LABEL KEY WORD DEFINITION (OWN WORDS)
Plane
.B
.A .C
2-D or Flat A plane is a flat surface like the top of my desk
Point . .M Dot
A point has no dimension, just a location Group together to make lines
Line K .L Straight
A line is a set of points determined by any points
Line Segment
(34)Reading with Word Explanation
• Read the book/text once with minimal
explanation.
• After an initial reading, we can interrupt up to 8-10 times to explain words while rereading (possibly less, depending on length)
• With very young children, don’t interrupt more than once per page.
• Keep explanations simple~ explain only
(35)(36)Four Square Response
Term Illustration
Definition
a degree of wetness
especially of the atmosphere
Connection
(37)Concept Circles
Why? _
Which word does not belong?
Cone Rectangle
(38)racism stereotyping
Church
bombing violence
(39)Vocabulary Strategies for ELL
• Preview texts for unfamiliar or difficult
words and the use of idiomatic language To reduce students’ frustration, such
words and expressions can be taught prior to the lesson.
• Use extensive modeling and visual
representations– e.g., pantomime, graphic organizers, pictures, hands-on materials.
• Emphasize meaning rather than
(40)4-2-1 Summarizer
Four Two One
(41)Pictionary
Using only a piece of paper and pen, draw and get your partner to say these words.
Los Angeles New York
Miami
(42)Assessing Vocabulary Instruction
• Ongoing
• Varied, Meaningful &
Authentic Use word wall
• Do you see them
(43)How you keep words you teach directly fresh in their minds and
internalized?
•Vocabulary word review tub •Center with former words
•Keep ongoing list of words with guided reading groups
(44)Finding definitions and writing those words in sentences have
had little apparent impact on their word knowledge and
language use.
(45)Assessing Integration & Meaningful Use
Sample “test” questions:
• One of our target words for this week was
preposterous What kind of in-school behavior
would the principal think was preposterous?
• Describe a time when you felt liberated What was
the reason for that feeling?
• The concept we have been studying this week is
stereotyping? Give an example of what you think is stereotypical behavior Why you think the
(46)Dictionary Use
When students have been provided dictionary definitions and asked to create sentences or answer brief questions about the words, research has shown:
• 63 percent of the students’ sentences were
judged to be “odd” (Miller & Gildea, 1985)
• 60 percent of students’ responses were
(47)3 x Vocabulary word knowledge reading with explanation strategies direct instruction Nonlinguistic representations Frayer dictionaries background knowledge assessment
(48)Essential Questions:
Why is vocabulary instruction
so important?
What are exemplary
(49)Web Resources for Vocabulary Practice
• Vocabulary.com
• Vocabulary Builders
(50)Resources