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Bridging the Gap: Vocabulary Instruction to Acquisition Barb Rupert Franklin Pierce Schools

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Presentation on theme: "Bridging the Gap: Vocabulary Instruction to Acquisition Barb Rupert Franklin Pierce Schools"— Presentation transcript:

1 Bridging the Gap: Vocabulary Instruction to Acquisition Barb Rupert Franklin Pierce Schools

2 Hey that’s me! I love my job! I love my job! I used to love my job, but now I’m really tired. I used to love my job, but now I’m really tired. I work primarily at the elementary level. I work primarily at the elementary level. I work primarily in post-secondary. I work primarily in post-secondary. I work with middle school or Jr. High aged kids. I work with middle school or Jr. High aged kids. I work with high school students. I work with high school students. I mostly work with adults. I mostly work with adults. I deserve a raise! I deserve a raise! I’ve read a great book recently. I’ve read a great book recently.

3 Hey that’s me! I have children at home. I have children at home. I have an “empty nest.” I have an “empty nest.” My children at school are enough! My children at school are enough! I love to travel. I love to travel. I am invigorated by teaching. I am invigorated by teaching. I am constantly challenged by my job. I am constantly challenged by my job. I think I found my calling. I think I found my calling. I need a vacation! I need a vacation!

4 Teaching is more challenging than ever Teaching is more challenging than ever Changes in classroom dynamics Changes in classroom dynamics Challenge to meet the needs of diverse learners Challenge to meet the needs of diverse learners Accountability for learning for all Accountability for learning for all Focus on learning (acquisition) vs. teaching Focus on learning (acquisition) vs. teaching

5 Why vocabulary? Single most important tool for communication Single most important tool for communication Empowers the language student Empowers the language student Helps to develop cerebral flexibility Helps to develop cerebral flexibility Goal is automaticity for greater ease in communication Goal is automaticity for greater ease in communication

6 Learning wires the brain

7 Bridging the gap between instruction and acquisition Vocabulary presentation Vocabulary presentation Practice Practice Assessment Assessment

8 Vocabulary presentation ‘Chunk’ the information (7-12 words at a time) ‘Chunk’ the information (7-12 words at a time) Present in multiple learning modes Present in multiple learning modes Involve questions: The brain is more receptive to questions about new knowledge than it is to answers (Jensen) Involve questions: The brain is more receptive to questions about new knowledge than it is to answers (Jensen) Create Context Create Context –Associate directly with meaning –Avoid translation –Use visuals and examples  Create contexts (families, airplane, paper dolls, props)  Scavenger Hunt Scavenger Hunt Scavenger Hunt  Labeling Activities

9 Scavenger Hunt First time they get the written words for parts around the school First time they get the written words for parts around the school Be clear about expectations. Be clear about expectations. Work in teams with a deadline (it’s a ‘race’). Work in teams with a deadline (it’s a ‘race’). Give the labels to people ahead to put up in the morning ( reminders are good!) Give the labels to people ahead to put up in the morning ( reminders are good!) Each team has a differently ordered list and a blank map to label. Each team has a differently ordered list and a blank map to label. Examples of clues: Examples of clues: –The secretaries answer the phone here. –This is where sick students rest. –Students eat lunch here. –We play football here. –The librarian helps the students in this place. –Students do science experiments in this room.

10 Connect to prior learning Knowledge Rating Knowledge Rating Knowledge Rating Knowledge Rating List-Group-Label List-Group-Label Think Pair Share Think Pair Share K-W-L K-W-L

11 Knowledge Rating Scale -Blachowicz Create a KRS with 8-10 key words from section of text. Create a KRS with 8-10 key words from section of text. Give students a copy. Give students a copy. Read each word aloud and have students indicate their knowledge level. Read each word aloud and have students indicate their knowledge level. Divide into mixed ability pairs or groups to share. Teach them to use the text for context or as a resource. Divide into mixed ability pairs or groups to share. Teach them to use the text for context or as a resource. Call on students to complete the chart with the class with definitions or pictures. Call on students to complete the chart with the class with definitions or pictures.

12 Make it relevant Be clear about the purpose Be clear about the purpose Make it personal Make it personal –T charts of likes/dislikes (food, weather, travel) –Top 10 (Have them rank chores, activities, classes, small groups discuss) Hook into emotional pathway Hook into emotional pathway ‘Begin with the end in mind’ ‘Begin with the end in mind’

13 Practice Factors for Learning -Arendal & Mann Frequency Frequency –Frequency for competent learners  4-14 repetitions to learn – Frequency for challenged learners  repetitions Intensity Intensity –Practice makes perfect Cross training Cross training –Connect to other skills and content areas

14 Activities to increase frequency Hot or cold Hot or cold Fruit basket upset Fruit basket upset Fruit basket upset Fruit basket upset Body ball Body ball Body ball Body ball Counting (pronoun bubbles) Counting (pronoun bubbles) Flashcards Flashcards

15 Fruit basket upset Chairs or desks in a circle, one fewer than the number of participants Chairs or desks in a circle, one fewer than the number of participants Each player has a picture or object representing vocabulary words Each player has a picture or object representing vocabulary words Must have at least three participants with the same picture Must have at least three participants with the same picture The person in the middle calls out an object, those participants change chairs The person in the middle calls out an object, those participants change chairs The person left calls out another item or items The person left calls out another item or items Trade items after a few rounds to practice new words Trade items after a few rounds to practice new words El cubierto El cubierto El cubierto El cubierto

16 Fruit basket upset la cuchara el plato el tenedor el cuchillo la servilleta

17 Body Ball Trace or project a human sized body Trace or project a human sized body Two teams compete Two teams compete Name the body part to be hit Name the body part to be hit –Two points for direct hit –One point for hitting body, but not part –Negative point for repeating Use nerf or skwoosh ball to avoid annoying colleagues Use nerf or skwoosh ball to avoid annoying colleagues

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19 Novelty and Variety Students are volunteers Students are volunteers Learning must be engaging Learning must be engaging Use All-respond strategies Use All-respond strategies –By definition, if you are calling on a child one at a time, they are not engaged Provide novelty and variety Provide novelty and variety –Fortune tellers –Hillarium Hillarium

20 Hillarium Create decks of cards with matched pairs of the written vocabulary words in target language. Create decks of cards with matched pairs of the written vocabulary words in target language. Shuffle the cards and deal them all out to students (4-8 in a group) Shuffle the cards and deal them all out to students (4-8 in a group) Students begin acting out vocabulary words using gestures and sound effects but no words Students begin acting out vocabulary words using gestures and sound effects but no words Students who think they have a match, hold up their cards to check Students who think they have a match, hold up their cards to check Object is to find matches for all of your cards Object is to find matches for all of your cards

21 Vocab words in target language Hats Hats House House Mouse Mouse Happy Happy Eat pizza Eat pizza Shoes Shoes Gift Gift Invitations Invitations Midnight Midnight Tired Tired Argue Argue Hug Hug Sing Sing Play guitar Play guitar Win games Win games Drink soft drinks Drink soft drinks Friends laughing Friends laughing Traditional music Traditional music Barking dog Barking dog Dance the macarena Dance the macarena Eat cake Eat cake Blow out candles Blow out candles

22 Strategies for Practicing Strategies for Practicing Wait time Wait time –“Slowing down may be a way of speeding up.” –Mary Budd Rowe Focus time Focus time Think time Think time Exit slips Exit slips Journals Journals Visuals Visuals –Pictogramas –Illustrations Four corner reflection Four corner reflection Choice Choice

23 Recoding activities: Students take information and make it their own Grouping Grouping –Categorizing vocabulary (grouping clothing by season, activities by who does them, etc.) Personalizing vocabulary Personalizing vocabulary Connecting (to a paperclip or a tree) Connecting (to a paperclip or a tree) Creating an image Creating an image –El cuerpo de arte moderno Creating symbols, songs or movements Creating symbols, songs or movements Writing sentences, stories, etc. Writing sentences, stories, etc.

24 Remember to reinforce! Give feedback to the students to help prevent misinformation from being stored in the long term memory Give feedback to the students to help prevent misinformation from being stored in the long term memory When possible, use modeling vs. correction When possible, use modeling vs. correction Use the information from formative assessments to inform instructional practice Use the information from formative assessments to inform instructional practice

25 Strategies for reinforcement Provide positive reinforcement; it has the most profound effect on brain chemistry Provide positive reinforcement; it has the most profound effect on brain chemistry Keep reinforcement focused Keep reinforcement focused Consider learning styles Consider learning styles Monitor and graph results Monitor and graph results

26 More practice activities Put it to rhythm or song Put it to rhythm or song Other graphic organizers Other graphic organizers Homework and practice Homework and practice Mnemonics Mnemonics –Acronyms –Acrostics

27 Strategies for Review Match review to instruction and assessment Match review to instruction and assessment Review systematically over time, not just before the test Review systematically over time, not just before the test Pop quizzes are good for students Pop quizzes are good for students Review can be fun Review can be fun –Jeopardy Jeopardy

28 Retrieve Our brains will logically access memories that are useful, that have been repeated, and that require the least effort. Our brains will logically access memories that are useful, that have been repeated, and that require the least effort. –S. Pinker Retrieval is the ability to access stored memories and use them to solve problems. Retrieval is the ability to access stored memories and use them to solve problems.

29 Assessment You can only recall information that has been stored. Cramming doesn’t pay. You can only recall information that has been stored. Cramming doesn’t pay. Eustress vs. test anxiety Eustress vs. test anxiety Match instruction, practice and assessment for maximum performance Match instruction, practice and assessment for maximum performance Provide balanced assessments Provide balanced assessments If they don’t know it, reteach the critical content If they don’t know it, reteach the critical content

30 Brain Based Learning “ The brain is not designed for continuous learning. In fact, learning is more likely to become permanent when we pause, reflect and process what we encountered. ” Amazing Brain Facts Eric Jensen


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