Lead vocabulary instruction utilizing a variety of methods Expand students vocabulary knowledge and word relationships Create a vocabulary routine within your classroom
Think-Pair-Share What advice would you give to a new teacher as he/she begins to address vocabulary instruction in their classroom? 1.… Parking Lot 2.… 3.…
Experts in Vocabulary Instruction Dr. Janet Allen Dr. Camille L. Z. Blachowicz Dr. Mary E. Curtis Dr. Kathy Ganske Laurie Kagan & Dr. Spencer Kagan Dr. Robert Marzano
Dr. Janet Allen Words, Words, Words… Renowned expert in vocabulary strategies: – Activate prior knowledge – Make learning meaningful and lasting – Build concept knowledge – Use structural analysis – Utilize words in context
Best Practices in Vocabulary Instruction by Dr. Camille L.Z. Blachowicz Vocabulary learning takes place when students are: 1. Immersed in words 2.Active in discovering ways in which words are related to experiences and related to one another 3.Able to personalize word learning 4.Learning vocabulary from multiple sources of information 5.Able to gain control over their own learning 6.Able to develop independent strategies
Dr. Mary E. Curtis Student Achievement in Reading (STAR) for intermediate adult basic education students Reading Is FAME: Diagnosis and remediation of at-risk students reading skills, Boys Town Reading Center
Dr. Kathy Ganske Researcher of word learning and comprehension, teacher preparation and effectiveness, and student achievement in literacy instruction Assessment-driven vocabulary instruction Author and coauthor of several books (Word Sorts)
Laurie Kagan & Dr. Spencer Kagan Researchers of Cooperative Learning 1. Think-Pair-Share 2. Four Corners 3. Post-It Parking Lot 4. Entry/Exit Ticket
Dr. Robert Marzano Best Practices for the K-12 Classroom Research supports that knowledge is stored in two forms: a linguistic form and an imagery form Engage students in the creation (making connections) Routine and structure are important
According to Cook Counseling Center at Virginia Tech K-1 Children know between 5,000 to 10,000 words (depending on the exposure to language and early literacy) By grade 6, that number has doubled to 20,000 to 30,000 By grade 12, that number has doubled again to about 60, 000 The average college sophomore knows about 120,000 words
Explicit Instruction Explain what you will be doing and why you are doing it Model it Provide multiple opportunities for guided practice and feedback Provide multiple opportunities for application Revisit & reflect often*
Tier Words Tier 1 – Basic Vocabulary – pencil, map, book, sad, blue Tier 2 – High Frequency/Multiple Meaning Vocabulary – evaluate, various, compare, estimate Tier 3 – Low Frequency, Content- Specific Vocabulary – photosynthesis, anarchy, mitosis, veto (Averil Coxhead, 2000)
Ways to Introduce Vocabulary Frayer Model Word Rating Chart Word Questioning Chart Context and Connection Chart Concept Map
Learning Activities Wordo Vocabulary Ring Word Sort Word Poster or Picture Graphic Organizers Spelling Sudokus Crossword Puzzles
Make and Take Word Cube Flip Book Taboo Card Exit Ticket
Own What Does it Mean to Own a Word? Word Schema: A network of knowledge related to a word. Own It Understand- ing of the root word Connections to similar- meaning words What the word means
Vocabulary Assessment Activities I have… Who has…?
Knowledge is gained largely through words!
E-Resources Educationoasis.com Kaganonline.com Mathwire.com Ncsall.net (National Center for the Study of Adult Learning and Literacy) Ncsall.net (National Center for the Study of Adult Learning) Quizlet.com ReadingResource.net Readwritethink.com Edhelper.com Sparklebox.co.uk Superduperinc.com SuperTeacherWorksheets.com Visuword.com Vocabulary.com VocabularyCoach.com Vuw.ac.nz
Allen, J. (1999) Words, words, words: teaching vocabulary in grades Portland, ME: Stenhouse Publishers. Blachowicz, C. L. Best practices in vocabulary instruction. Scott Foresman Publishing. Coxhead, A. (2000) "A new academic word list." TESOL Quarterly, 34(2), Curtis, M. E. and Longo, A. M. (May 1997) Reversing reading failure in young adults. Focus on Basics Connecting Research and Practice, Volume 1, Issue B. Ganske, J. (2000) Word journeys: assessment-guided phonics, spelling, and vocabulary instruction. New York, NY: The Guilford Press. Kagan, S. (1994) Cooperative Learning. SanClemente, CA: Kagan Publishing. Marzano, R. J., Pickering, D. J. (2005). Building academic vocabulary for student achievement: Teachers manual. Alexandria, VA: Association for Supervision and Curriculum Development.
One forgets words as one forgets names. One's vocabulary needs constant fertilizing or it will die. Evelyn Waugh Evelyn Waugh
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