Presentation on theme: "Vocabulary. Vocabulary (NRP) Themes or general categories of effective vocabulary instruction direct and indirect instruction multiple exposures to."— Presentation transcript:
Vocabulary (NRP) Themes or general categories of effective vocabulary instruction direct and indirect instruction multiple exposures to the words learning opportunities in different contexts tasks restructured for better comprehension when necessary active engagement of the students computer programs can be used as an alternative to teacher instruction in vocabulary lessons vocabulary is also learned through incidental learning The NRP concluded that using only one method of instruction in vocabulary is not as effective as a combination approach.
Vocabulary Instruction Vocabulary refers to the words we must know to effectively communicate Types of vocabulary: Listening- words needed to understand what we hear Speaking- words used when speaking Reading- words needed to understand what we read Writing- words used in writing
Vocabulary Did you know…Children learn, on average, 3,000 new words a year with approximately 45,000 words known by the end of 12 th grade? (Nagy & Anderson, 1984) Three strategies for improving vocabulary: 1. Improve student’s overall reading skills 2. Read aloud to them 3. Direct instruction of vocabulary using a variety of strategies i.e. mapping, semantic feature analysis, variety of activities with small group of words
Vocabulary Instruction Research says… Most vocabulary is learned indirectly, but some must be directly taught. Indirect LearningDirect Learning Conversations Being read to Reading independently Explicitly taught words and word-learning strategies
Direct Vocabulary Instruction Specific Word Instruction Example: Before beginning a book/story, the teacher may: Choose a word or words and discuss the concept Read the sentence from the story that contains the word and have students try to determine the meaning from context Ask students to use the words in their own original sentences Use graphic organizers to look at the various aspects of a word
Direct Vocabulary Instruction Word learning Strategies Teachers may teach students: How to use dictionaries, glossaries, or thesauruses Meanings of common prefixes, suffixes, base words, and root words How to locate context clues (definitions, descriptions, examples, synonyms etc.)
Framework for “Text Talk” to teach vocabulary 1.Contextualize the word within the text just read 2.Provide definitional information through a friendly explanation 3.Provide an example beyond the text context so students can immediately begin to decontextualize the word 4.Present a way for students to interact with the word to initiate building connections to their own experiences (Beck & McKeown, 2006)
How Do I Choose Words? Instruction should Focus on three types of words: Important: necessary for understanding concept or the text Useful: words that students will encounter over and over Difficult: words with multiple meanings, idioms, etc.
Decontextualize Vocabulary: Questions, Reasons, And Examples If you are traveling down the road and pass a state patrol officer you need to do drive cautiously. Why? What are some other things that need to be done cautiously? What is something you can do to impress your teacher ? Why? What is something that you might do to impress your best friend? Which of these things might be extraordinary? Why or why not? All children coming to school reading? Students turning in their homework every day?
Interventions Vocabulary Activities Words in Context Word Meaning Word Knowledge Word Structure