Ohio Valley Educational Cooperative Vocabulary Part II Linda Pearce Literacy Consultant Ohio Valley Educational Cooperative lpearce@ovec.org

Welcome 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?

Specific Word Instruction should focus on words that are … Contextualized in literature Important to the text Useful in many situations

Vocabulary instruction should provide… “rich” in depth knowledge of word meanings—not just repeated definitions clear explanations in various contexts multiple exposures—in more than one context opportunities to engage students actively in deep processing

Let’s look at some new ways to actively engage students

Active Engagement with Words Target word: interior Questions Jake thought it would be fun to explore the interior of Alaska. Why might you want to spend time in the interior of your state?

Active Engagement with Words Target word: interior Example or Non-example Which 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.

Active Engagement with Words Target word: interior Finish the idea Have 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?

Active 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 mountain An ocean beach A lighthouse A small town Target word: interior Choices

Tools for Teaching Rate Your Knowledge Frayer Model Wordstorming A-Z Semantic Impressions Cinquain A Three-Way Tie Word Sort

Let’s watch a video Wordstorming A-Z

Marzano’s Six Steps to Effective Vocabulary Instruction Teacher provides description, explanation, or example of new term Students relate explanation of the term in their own words Students create nonlinguistic representation of term Students periodically do activities that help them add to their knowledge of vocabulary terms Periodically, students are asked to discuss terms with one another Periodically, students are involved in games that allow them to play with the terms

A Wreath for Emmett Till By Marilyn Nelson

Tools for Teaching Rate Your Knowledge Frayer Model Wordstorming A-Z Semantic Impressions Cinquain A Three-Way Tie Word Sort

Semantic 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.

Cinquain A five-line poem used to define a term: Coal noun two adjectives three action verbs four-word sentence or phrase ending word Coal black and shiny smolder, burn, pollute A source of energy. limited

Then, write in your journal how you would use this in your classroom. Let’s watch a video on… Cinquains Then, write in your journal how you would use this in your classroom.

A Three-Way Tie Select three words. Arrange them in a triangle. Connect the words with lines. Explain the relationship by writing along the lines.

3 Dimensional Shapes contain are composed of Angles Line Segments are connected by

Application Semantic Impressions Cinquain Poem A Three-Way Tie

Tools for Teaching Rate Your Knowledge Frayer Model Wordstorming A-Z Semantic Impressions Cinquain A Three-Way Tie Word Sort

Word Sorts Engage students in active process of searching, comparing, contrasting, and analyzing Help students organize what they know about words to form generalizations Allow students to apply generalizations to new words they encounter

Word Sort Activity

Develop a Plan for Vocabulary Instruction Engage students in wide reading Provide direct instruction Assure both verbal and nonlinguistic representation Encourage elaboration and refinement

Thanks for joining us today! Good luck with these strategies in your classroom. If you need any help, please don’t hesitate to e-mail me at: lpearce@ovec.org