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Strategies for Vocabulary Development Middle & High School Martha Lamb August, 2010.

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Presentation on theme: "Strategies for Vocabulary Development Middle & High School Martha Lamb August, 2010."— Presentation transcript:

1 Strategies for Vocabulary Development Middle & High School Martha Lamb August, 2010

2 Get Acquainted

3 Goals Use research-validated practices for selecting and prioritizing words for vocabulary instruction State the five essential steps for teaching vocabulary to mastery (A-PREP) Name at least three ways of providing a context when teaching new words Identify at least five different activities to use for the elaboration phase of vocabulary instruction Access numerous activities to use for the practice & play phase of vocabulary instruction Each participant will be able to:

4 Turn and Talk Turn to a partner and discuss what you know about how a child learns to talk.

5 Functional Vocabulary ReceptiveProductive Oral ListeningSpeaking Written ReadingWriting

6 Functional Vocabulary ReceptiveProductive Oral ListeningSpeaking Written ReadingWriting Written vocabulary Spoken vocabulary Reading vocabulary Listening vocabulary

7 Functional Vocabulary ReceptiveProductive Oral ListeningSpeaking Written ReadingWriting Written vocabulary Spoken vocabulary Reading vocabulary Listening vocabulary

8 How is Academic Vocabulary Acquired? Wide Reading + Direct Vocabulary Instruction Strong Working Vocabulary Implication for Instruction: Choose words to teach based on each words: Frequency of occurrence Importance for understanding course content

9 Selecting Words for Vocabulary Instruction Tier 1 words: Basic vocabulary (book, girl, run, orange... ) Tier 2 words: High frequency/multiple meaning words (masterpiece, fortunate, benevolent, measure... ) Tier 3 words: Low frequency/subject specific words (isotope, cardiovascular, legislative, metaphor, integer... ) Teach to ELLs High priority for instruction Should be taught selectively. Critical terms are essential for proficiency in content classes. Brain research tells us we must limit the number of words we teach at one time. For optimal learning, introduce no more than 3 – 5 new words per lesson.

10 How can I prioritize my vocabulary terms??!? Critically important Useful, but not critical Interesting, but not particularly useful

11 Effective Vocabulary Instruction: A-PREP Access Prior Knowledge Teacher Provides a context Students Re-state Students Elaborate Students Practice & play

12 Access Prior Knowledge Paired-Partner discussion Vocabulary Self-Awareness Chart Prediction chart or foldable

13 Teacher Provides a Context Tell a story Share an image Relate to a current event Provide an experience Voluminous Avenue Turbidity Viscosity Classroom Example: Survivalism lesson

14 Activity List five words that you will be teaching in the coming year Turn to a partner and brainstorm ways you could provide a context for your students when teaching these words Teach one of the words to the group by providing a context

15 Students Restate Definition In Their Own Words Critical for comprehension & retention Must be checked for accuracy** **Safeguard first-time learning

16 Students Elaborate on New Vocabulary Terms Create a visual: illustration, symbol, icon Dramatize (live or with cartoon frames) Examples Non-Examples List synonyms or antonyms Word Parts Tools: Jim Burkes Vocabulary Squares Frayer Model Words Gone Wild Expanded Flash Cards Word Work Choice Board

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21 Activity Move about the room while the music plays... When it stops, partner with the person who is nearest to you. You & your partner will collaborate to answer questions about content you have learned so far today

22 Activity Move about the room while the music plays... When it stops, partner with the person who is nearest to you. You & your partner will collaborate to answer questions about content you have learned so far today 1.What are the 5 steps for teaching vocabulary and what is the acronym for those 5 steps?

23 Activity Move about the room while the music plays... When it stops, partner with the person who is nearest to you. You & your partner will collaborate to answer questions about content you have learned so far today 2.Name the 3 ways that were presented for accessing prior knowledge of vocabulary words.

24 Activity Move about the room while the music plays... When it stops, partner with the person who is nearest to you. You & your partner will collaborate to answer questions about content you have learned so far today 3.Name 4 ways of providing a context when teaching new terms.

25 Activity Move about the room while the music plays... When it stops, partner with the person who is nearest to you. You & your partner will collaborate to answer questions about content you have learned so far today Name 5 different tasks (not tools) you can have students do to elaborate upon vocabulary terms.

26 soliloquy subsidy overload (law of) biodegrade outlier

27 Activity Elaborate on three of the terms by utilizing a different elaboration tool for each word. Terms:Tools: soliloquyVocabulary Boxes subsidyFrayer Model overload (law of)Words Gone Wild biodegradeExpanded Flash Cards outlierWord Work Choice Board

28 Effective Vocabulary Instruction: A-PREP Access Prior Knowledge Teacher Provides a context Students Re-state Students Elaborate Students Practice & play

29 Students Practice and Play With Words rule of practice Puzzles Random Name Picker (classtools.net) Quizlet Linear Arrays Which One Doesnt Belong Classroom Feud

30 Goals Use research-validated practices for selecting and prioritizing words for vocabulary instruction State the five essential steps for teaching vocabulary to mastery (A-PREP) Name at least three ways of providing a context when teaching new words Identify at least five different activities to use for the elaboration phase of vocabulary instruction Access numerous activities to use for the practice & play phase of vocabulary instruction Each participant will be able to:


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