V OCABULARY D EVELOPMENT October 10, 2012

2010 E NGLISH S TANDARDS K.8 The student will expand vocabulary 1.8 The student will expand vocabulary 2.7 The student will expand vocabulary when reading 3.4 The student will expand vocabulary when reading 4.4 The student will expand vocabulary when reading 5.4 The student will expand vocabulary when reading

H OW ? K.8a Discuss meanings of words K.8b Listen to a variety of texts read aloud 1.8a Discuss meaning of words in context 1.8b Listen to and read a variety of texts 1.8c Make connections 1.8d Use text clues 1.8e Use vocabulary from other content areas

H OW ? 2.7a Use knowledge of homophones 2.7b Use knowledge of prefixes and suffixes 2.7c Use knowledge of antonyms and synonyms 2.7d Discuss meanings of words & develop vocabulary by listening and reading a variety of texts 2.7e Use vocabulary from other content areas

H OW ? 3.4a Use knowledge of homophones 3.4b Use knowledge of roots, affixes, synonyms, and antonyms 3.4c Apply meaning clues, language structure, and phonetic strategies 3.4d Use context to clarify meaning of unfamiliar words 3.4e Discuss meanings of words & develop vocabulary by listening and reading a variety of texts 3.4f Use vocabulary from other content areas 3.4g Use word reference resources including the glossary, dictionary, and thesaurus

H OW ? 4.4a Use context to clarify meaning of unfamiliar words 4.4b Use knowledge of roots, affixes, synonyms, and antonyms 4.4c Use word reference materials including the glossary, dictionary, and thesaurus 4.4d Develop vocabulary by listening to and reading a variety of texts 4.4e Use vocabulary from other content areas

H OW ? 5.4a Use context to clarify meaning of unfamiliar words and phrases 5.4b Use context and sentence structure to determine meanings and differentiate among multiple meanings of words 5.4c Use knowledge of roots, affixes, synonyms, antonyms, and homophones 5.4d Identify an author’s use of figurative language 5.4e Use dictionary, glossary thesaurus, and other word reference materials 5.4f Develop vocabulary by listening to and reading a variety of texts 5.4g Study word meanings across content areas

B UILDING A CADEMIC L ANGUAGE Dr. Robert Marzano describes a six- step process in the instruction of vocabulary. The first three steps are to assist the teacher in direct instruction. The last three steps are to provide the learner with practice and reinforcement. 8

D IRECT I NSTRUCTION 1. The teacher gives a description, explanation, or example of the new word. 2. The teacher asks the learner to give a description, explanation, or example of the new word in his/her own words. 3. The teacher asks the learner to draw a picture, symbol, or locate a graphic to represent the new word. 9

P RACTICE AND R EINFORCEMENT 4. The student participates in activities that provide more knowledge of the words in their vocabulary notebooks. 5. The students discuss the words with other students. 6. The students participate in games that provide more reinforcement of the new word. 10

S TEP 1: G IVE DESCRIPTION, EXPLANATION, OR EXAMPLE OF NEW WORD Provide students with information about the word. Determine what the student already knows. Ask students to share what they know as a means of monitoring misconceptions and a foundation for more learning. Utilize examples, descriptions, but not definitions. Definitions are not a recommended method for vocabulary instruction as they do not provide learners an informal, natural way to learn new vocabulary. 11

S TEP 2: T HE TEACHER WILL ASK THE LEARNER TO GIVE A DESCRIPTION, EXPLANATION, OR EXAMPLE OF NEW WORD Remind student to use their own words! Monitor students to determine if any confusion exists. Provide more descriptions, explanations, or examples if necessary. Request that students record these in their vocabulary notebooks. 12

S TEP 3: T HE TEACHER ASKS THE LEARNER TO DRAW A PICTURE OR SYMBOL TO REPRESENT THE NEW WORD Provides learners with a nonlinguistic method of vocabulary mastery. Share examples or allow students to work in teams to help those who are not comfortable drawing. Teach the concept of speed drawing for those who labor over their work. Graphics from magazines or clipart may be used also. 13

S TEP 4: S TUDENT RECORDS IN V OCABULARY N OTEBOOK Students use their own words. Encourage learners to identify prefixes, suffixes, antonyms, synonyms, and related words as they build their notebook. If English is a second language, provide an opportunity for students to translate words into their first language. 14

S TEP 5: S TUDENTS DISCUSS WORDS WITH OTHER STUDENTS Think-Pair-Share Strategy THINK: Allow time for students to review their own descriptions and images. PAIR: Put students in pairs to discuss their descriptions, images, and any new related information related to the words SHARE: Groups share aloud and discuss conceptions and misconceptions. TEACHER: Monitors and clears up an confusion. 15

S TEP 6: S TUDENTS PARTICIPATE IN GAMES THAT PROVIDE MORE REINFORCEMENT Literacy Work Stations Monitor vocabulary notebooks Debriefing during whole group and needs-based small group instruction Differentiated activities 16

17 S IX -S TEPS FOR T EACHING N EW T ERMS First 3 steps – introduce and develop initial understanding. Last 3 steps – shape and sharpen understanding.

18 W ORKING WITH ESL S TUDENTS Step 1 (ESL): Provide a description, explanation, or example of the new term (along with a nonlinguistic representation). Step 2 (ESL): Ask students to restate the description, explanation, or example in their own words in their own language. Step 3 (ESL): Ask students to construct a picture, symbol or graphic representing the term or phrase. Students should create their own representation and not copy yours from Step 1.

19 W ORKING WITH ESL S TUDENTS Step 4 (ESL): Engage students in activities that help them add to their knowledge of the terms in their notebook. Allow students to use their native language as much as possible. Step 5 (ESL): Ask students to discuss the terms with one another. Pair students of the same language together. Step 6 (ESL): Involve students in games that allow them to play with terms. Pair students of the same language together.

W HICH O NE D OESN ’ T B ELONG ?

D IRECTIONS Table teams will compete for the title, “Winner” Teams are given 1 minute to figure out which one of the choices does not belong with the other and why Answers are written on the white erase board and presented upon request. A point is awarded for the correct answer. A bonus point may also be awarded for the best explanation as to why their choice does not fit.

P RACTICE time and mime cat and hat fold and bed tent and rent

M ORE PRACTICE small, tiny rough, smooth happy, excited run, jog

L ET THE GAMES BEGIN... W HICH ONE DOESN ’ T BELONG ? sound effect science fiction mystery fable

W HICH ONE DOESN ’ T BELONG ? ballad italic sonnet haiku

W HICH ONE DOESN ’ T BELONG ? kick the bucket dunk tank apple of my eye the cat’s pajamas

W HICH ONE DOESN ’ T BELONG ? By the time Wanda finished the race, she was panting like a dog. The leaves rested lazily on the roof. The warm room hugged Priscilla when she came in from the cold. The lighthouse welcomed the sailors home from a long journey.

W HICH ONE DOESN ’ T BELONG ? sum difference quotient divisor

W HICH ONE DOESN ’ T BELONG ? marble slate soapstone coal

W HICH ONE DOESN ’ T BELONG ? A school attended by many different races, but each race tends to spend personal time with people of their own race A restaurant that has one bathroom for people of one race and another for people of a second race A country that allows citizens of one race but not another race to vote in elections A store owned by a person who only hires people of one race

A ND THE WINNER IS...