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Citrus County Schools, Florida 1. 2 Literacy is… Listening Viewing Speaking Thinking Reading Writing Expressing through multiple symbol systems Taylor.

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Presentation on theme: "Citrus County Schools, Florida 1. 2 Literacy is… Listening Viewing Speaking Thinking Reading Writing Expressing through multiple symbol systems Taylor."— Presentation transcript:

1 Citrus County Schools, Florida 1

2 2 Literacy is… Listening Viewing Speaking Thinking Reading Writing Expressing through multiple symbol systems Taylor

3 Citrus County Schools, Florida 3 Daily Non-Negotiables Maintain a print-rich/literacy-rich environment Use the seven processes of literacy Read to and with students Teach, model, and practice strategies of expert readers and writers Provide independent reading with accountability Instruct phonics & phonemic awareness for K-1, and for others who have not reached mastery.

4 Citrus County Schools, Florida 4Objectives Examine important research on vocabulary growth. Utilize strategies to promote vocabulary growth. Understand vocabulary growth as an interactive process.

5 Citrus County Schools, Florida 5 Activity Survey of Knowledge Word or ConceptWhat is it ExamplesNon-examples Concept of Definition Chart

6 Citrus County Schools, Florida 6 Vocabulary defined Words we must know to communicate effectively All the words of a language; all the words known or used by a person.

7 Citrus County Schools, Florida 7 Why Teach Vocabulary Vocabulary knowledge is related to reading comprehension. If the meaning is not recognized, comprehension will be impaired If a word is not recognized automatically, comprehension may be affected. Knowledge of a words meaning facilitates accurate word recognition.

8 Citrus County Schools, Florida 8 Vocabulary Research Practical Differences Children enter school with a listening vocabulary ranging between 2500 to 5000. First graders from higher SES groups know twice as many words as lower SES children (Grater & Slater, 1987). College entrants need about 11 to 14,000 root words (meter in thermometer or centimeter).

9 Citrus County Schools, Florida 9 Research cont. Closing the Vocabulary Gap In 1 st and 2 nd grade, children need to learn 800+ words per year, about 2 per day. Children need to learn 2,000 to 3,000 new words each year from 3 rd grade onward, about 6-8 per day. Children need to encounter a word about 12 times before they know it well enough to improve their comprehension. To keep up a child needs to learn at a rate of 2000- 3000 words per year. To close the gap, they need to exceed that. Biemiller: Nagy & Anderson

10 Citrus County Schools, Florida 10 Improving Vocabulary Four Strategies Provide opportunities for: Strategy 1Wide Independent Reading Strategy 2Multiple Exposure to a Word Strategy 3Explicit Instruction in Word Analysis Strategy 4Building Academic Vocabulary

11 Citrus County Schools, Florida 11 Strategy 1 Wide Independent Reading Think-Pair-Share Brainstorm ways to encourage wide reading.

12 Citrus County Schools, Florida 12 Wide Independent Reading cont. Daily Reading Percentile Rank on Test Minutes of text read per day Estimated number of words read per year 98 90 70 50 20 10 90.7 40.4 21.7 12.9 3.1 1.6 4,733,000 2,357,000 1,168,000 601,000 134,000 51,000 Torgeson-FCRR

13 Citrus County Schools, Florida 13 Wide Independent Reading cont. By reading often (reading volume influences differences in childrens vocabulary) At the right level of difficulty In sufficient amounts With sufficient motivation to pursue understanding

14 Citrus County Schools, Florida 14 Wide Independent Reading cont. Highlights from Suggestion for Promoting Wide Reading handout from Just Read! Academy.

15 Citrus County Schools, Florida 15 Strategy 2 Multiple Exposure To a Word Wide and deep encounters with new words to build a rich understanding of the words. Teach a few words well rather than give students a long list of words with superficial understanding. They forget these words after the test!

16 Citrus County Schools, Florida 16 Multiple Exposure To a Word cont. Strategies Activate Prior Knowledge Make Connections Word Relationships Synonyms/Antonyms Analogies Word parts (root/prefix/suffix) Word Walls Multiple genres (fiction/nonfiction) Graphic Organizers Vocabulary squares Worldly words Linear arrays Concept of Definition map

17 Citrus County Schools, Florida 17 Strategy 3 Explicit Instruction in Word Analysis Value of Word Analysis: Supports ESOL/diverse learners. Is an active learning technique. Teaches students to use resources. Strengthens word attack skills.

18 Citrus County Schools, Florida 18 Most Common Prefixes RankPrefix% 1Un (not, opposite of) 26 2Re (again) 14 3In, im, ir,il (not) 11 These three prefixes account for over 50% of the prefixes found in words. Teaching Phonics & Word Study, Blevins Carroll, Davies, & Richmond, 1971

19 Citrus County Schools, Florida 19 Prefix Activity Closed Sort Circle the prefixes in each of the following words Abdicate, abduct, coauthor, cooperate, coincide, absent Next, sort the words under the category togetherness or separateness. Note: This activity would be conducted after the prefixes ab and co have been taught.

20 Citrus County Schools, Florida 20 Most Common Suffixes RankSuffix% 1s, es (plurals) 31 2ed (past-tense verbs) 20 3ing (verb form / present participle 14 These three suffixes account for almost two- thirds of the suffixes found in words. Carroll, Davies, & Richmond, 1971 Teaching Phonics & Word Study, Blevins

21 Citrus County Schools, Florida 21 Strategy 4 Building Academic Vocabulary Direct vocabulary instruction is necessary because the more students understand the vocabulary, the easier it is for them to understand information they read or hear about the topic. According to Marzano, If a student doesnt understand the content vocabulary, they dont understand the content.

22 Citrus County Schools, Florida 22 Teach vocabulary all day! Informal text is useful (Duke, 2000) Content-area vocabulary Science text: Offers more prefix and suffix words Offers repetition May offer hand-on learning of vocabulary in an authentic and meaningful context.

23 Citrus County Schools, Florida 23 Direct Vocabulary Instruction Impact Stahl & Fairbanks, 1986 Marzano Percentile rank on test

24 Citrus County Schools, Florida 24 A Six-Step Process for Teaching New Terms 1 Provide a description, explanation, or example of the new term. 2 Students restate in their own words. 3 Students construct a picture, symbol, or graphic representing the term. 4 Provide engaging activities that add to their knowledge of the term. 5 Periodically discuss the terms with one another. 6 Vocabulary games that allow them to manipulate the terms. (Marzano & Pickering)

25 Citrus County Schools, Florida 25 Building Vocabulary is a valuable effort! Motivating students to WANT to build their own vocabulary. Modeling our own interest in and love for words. Creating a classroom of vocabulary celebration and pursuit.

26 Citrus County Schools, Florida 26 Web Sites

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