Presentation on theme: "Ohio Valley Educational Cooperative"— Presentation transcript:
1Ohio Valley Educational Cooperative Vocabulary Part IILinda PearceLiteracy ConsultantOhio Valley Educational Cooperative
2Welcome Back!How has what you learned about vocabulary instruction changed how you select vocabulary words?Have you tried to make a conscious effort to select Tier II words for instruction?
3Specific Word Instruction should focus on words that are … Contextualized in literatureImportant to the textUseful in many situations
4Vocabulary instruction should provide… “rich” in depth knowledge of word meanings—not just repeated definitionsclear explanations in various contextsmultiple exposures—in more than one contextopportunities to engage students actively in deep processing
5Let’s look at some new ways to actively engage students
6Active Engagement with Words Target word: interiorQuestionsJake thought it would be fun to explore the interior of Alaska.Why might you want to spend time in the interior of your state?
7Active Engagement with Words Target word: interiorExample or Non-exampleWhich one of these two sentences tells about the interior of Oregon?On their vacation, the family visited a lake in central Oregon.On their vacation, the family visited the beaches and coast of Oregon.
8Active Engagement with Words Target word: interiorFinish the ideaHave you ever…?After a trip to the coast, we headed to the interior of the country because_________.Can you describe a place you know about that is located in the interior of your state?
9Active Engagement with Words If what I say could be in the interior of a big island, say “center”. If not don’t say anything.A mountainAn ocean beachA lighthouseA small townTarget word: interiorChoices
10Tools for Teaching Rate Your Knowledge Frayer Model Wordstorming A-Z Semantic ImpressionsCinquainA Three-Way TieWord Sort
12Marzano’s Six Steps to Effective Vocabulary Instruction Teacher provides description, explanation, or example of new termStudents relate explanation of the term in their own wordsStudents create nonlinguistic representation of termStudents periodically do activities that help them add to their knowledge of vocabulary termsPeriodically, students are asked to discuss terms with one anotherPeriodically, students are involved in games that allow them to play with the terms
14Tools for Teaching Rate Your Knowledge Frayer Model Wordstorming A-Z Semantic ImpressionsCinquainA Three-Way TieWord Sort
15Semantic Impressions Choose between 5 and 20 words. List the words in the order you want them to appear in the story.Go over the meaning of each word.Instruct students to write a story.
16Cinquain A five-line poem used to define a term: Coal noun two adjectivesthree action verbsfour-word sentence or phraseending wordCoalblack and shinysmolder, burn, polluteA source of energy.limited
17Then, write in your journal how you would use this in your classroom. Let’s watch a video on…CinquainsThen, write in your journal how you would use this in your classroom.
18A Three-Way Tie Select three words. Arrange them in a triangle. Connect the words with lines.Explain the relationship by writing along the lines.
193 Dimensional Shapescontainare composed ofAnglesLine Segmentsare connected by
20ApplicationSemantic ImpressionsCinquain PoemA Three-Way Tie
21Tools for Teaching Rate Your Knowledge Frayer Model Wordstorming A-Z Semantic ImpressionsCinquainA Three-Way TieWord Sort
22Word SortsEngage students in active process of searching, comparing, contrasting, and analyzingHelp students organize what they know about words to form generalizationsAllow students to apply generalizations to new words they encounter