building vocabulary 2nd grade_201209291245095658

8/17/2019 Building Vocabulary 2nd Grade_201209291245095658

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Building Vocabulary

for

2nd Grade Students

Presented by:

Sheryl [email protected]


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Take A Card

• Please sit at the # table that corresponds to

the card you have in your hand.


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Session Objectives

• Understanding vocabulary demands in theCommon Core State Standards

• Selecting Tier 2 Academic Vocabulary

• Examining strategies for teaching vocabulary tomeet the standards


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How much do you know about the 3

tiers of vocabulary?

Use a to show your current understanding.1

Not heard of

three tiers of

vocabulary

2

Very little

knowledge of

three tiers of

vocabulary

3

Some

familiarity of

three tiers of

vocabulary

4

Know three

tiers of

vocabulary and

how to use

5

Deep

knowledge of

three tiers …

can teachothers


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Common Core Vocabulary- 2nd Grade

L.2.4 Determine or clarify the meaning of unknown and

multiple-meaning words and phrases based on

grade 2 reading and content, choosing flexibly froman array of strategies.

L.2.4.a

• Use sentence-level context as a clue to themeaning of a word or phrase.


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Common Core Vocabulary-2nd Grade

L.2.4.d• Use knowledge of the meaning of individual

words to predict the meaning of compound

words (e.g., birdhouse, lighthouse, housefly;bookshelf, notebook, bookmark).

L.2.4.e

• Use glossaries and beginning dictionaries, bothprint and digital, to determine or clarify the

meaning of words and phrases.


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Common Core Vocabulary-2nd Grade

L.2.5.a • Identify real-life connections between words and

their use (e.g., describe foods that are spicy or

juicy).

L.2.6

• Use words and phrases acquired through

conversations, reading and being read to, andresponding to texts, including using adjectives

and adverbs to describe (e.g., When other kids

are happy that makes me happy).


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Components of a Successful

Vocabulary Program• High-Quality Classroom Language

• Reading Aloud to Students

• Explicit Vocabulary Instruction

• Word-Learning Strategies

• Wide Independent Reading


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High-Quality Classroom Language

• Use high quality vocabulary in the classroom.

• Tell students the meaning of words when firstused.

– “Don’t procrastinate on your work.Procrastinate means to wait to doingsomething you should be doing.”

– Pair in the meaning of the word by usingparallel language.

“Please refrain from talking. Please don’t talk.”

COLLEGE TALK


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Read-Alouds

•Actively engage students during story book andinformational text reading to increasevocabulary gains.

• Ask questions that promote passagecomprehension. Retell and prediction questionsare particularly useful.

– Use a variety of responses including:• Group (choral) responses

• Partner responses

• Physical responses


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Read-Aloud Vocabulary Instruction

Instructional FocusIncidental Exposure

Example:

I don’t know what I would have done. Curiosity

might have gotten the better of me.

Explanation:

Teacher infuses a vocabulary word into a

discussion about the read-aloud.


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Instructional FocusEmbedded Instruction

Example:

And he’s using an oar-a stick-to move the raft[pointing to the illustration].

Explanation:

Teacher provides a synonym before the targetterm oar, pointing to the illustration.


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Instructional FocusFocused Instruction

Example:

Let’s get set means let’s get ready [elicits

examples of things students get ready for].

Explanation:

Teacher leads a discussion on what it means to,

get set including getting set for school and

party.


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Explicit Vocabulary Instruction

• Vocabulary activities specifically designed toteach new words

• Explicit vocabulary strategies

–Use informational and narrative texts

– Promote thinking and extend discourse

– Encourage use of novel words

– Provide access to print

– Examine word relationships

– Teach word parts

– Use graphic organizers


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Successful Vocabulary Instruction

A successful approach to vocabulary instruction

involves directly explaining the meanings of

words along with thought-provoking, playful and

interactive follow-up.


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Common Core

and

Three Tiersof

Vocabulary


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Three Tiers of Words

Tier One

Tier Two

Tier Three

High

Frequency

Words

Academic

Vocabulary

Domain-specific

Vocabulary

18


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Three Tiers of Vocabulary

• Tier 1- Everyday Words (implicit)

– Used in everyday speech*

chair, bed, happy, house

(Beck & McKeown, 1985)


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Tier Two = Academic Vocabulary• Words in general use, not content specific

• Appear far more in written texts than in speech

– concentrate, absurd, fortunate, relieved,dignity, convenient, observation, persistence

++describe, detail, example


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Tier Three- Domain-Specific Words• Words related to a specific content or field of

study

– triangle, stem, addition, syllable

– tundra, igneous, triangle, perpendicular,

democracy


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Sources of Words• Sources of words for vocabulary instruction

– WORDS from read-aloud books

– WORDS from core reading programs

– WORDS from reading intervention programs – WORDS from content area instruction and texts

• Math

• Science

• Social studies

• Health

• Art, PE, music, etc.


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Explicit Vocabulary Instruction-

Selection of Vocabulary

Select words that :

• are likely unfamiliar

•

are critical to passage understanding.• students are likely to encounter in the future

and are generally useful.

• are Tier Two words (Academic Vocabulary)

• are easily explained to children at their level

(Beck & McKeown, 2003)

(Stahl, 1986)


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Selection of Vocabulary

• “Goldilocks Words”

– Not too difficult

–

Not too easy – Just right

(Stahl & Stahl, 2004)


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Tier 1 Tier 2 Tier 3

Description Basic words

that most

children know

before entering

school

Words that

appear

frequently in

texts and for

which students

already have

conceptual

understanding

Uncommon

words that

are typically

associated

with a

specific

domain or

content area

Examples clock, baby,

happy

coincidence,

fortunate,

insist, adapt

chrysalis,

peninsula,

decimal

(Beck, McKeown, Kucan, 2002)

Selection Criteria

for Instructional Vocabulary


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How do I determine that a word is TIER 2?Word Is this a

generallyuseful word?

Does the

word relateto other

words and

ideas that

students

know or havebeen

learning?

Is the word

useful inhelping

students

understand

text?

If you answer

yes to allthree

questions, it

is a tier 2

word. If not,

it is probablya tier 3 word.


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Your Turn-Selecting Tier 2 Words

• In partners at your table, choose one of thetexts you have brought to work with for today.

• Identify (4 )Tier 2 words you would teach your

students.• Use the selection criteria to help guide you

through this process.


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What Strategies Would You Use to

Teach Your Selected Words?

Fold the Line


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“Let’s Take a Look...” “She’s just too much of a distraction and I’ve been

getting calls from the other parents. They’re afraidthose stripes may be contagious.”

A Bad Case

of Stripes by David

Shannon

contagiousdistraction

remedies

vanished

altered

perplexed


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Sequenced Vocabulary Instruction

1. First, contextualize the word for its use in the story that you arereading.

“She’s just too much of a distraction and I’ve been getting calls from the other parents. They’re afraid those stripes may becontagious.”

2. Next, ask the children to repeat the word so that they can createa phonological representation of the word.

– “Say contagious with me.” (clap it out)

3. Next, explain the student friendly meaning of the word.

– “Contagious means an illness that can spread to other people.”

4. Provide examples in contexts other than the one used in thestory.

– “The surgeon scrubbed his hands to prevent the spread of

contagious germs.”


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Providing Student-Friendly Definitions

Providing student-friendly definitions—ones that are

accurate and that students will understand—is no mean

task. Below is a definition of dazzling from the dictionary

and a student-friendly definition. Beck, McKeown, and Kucan (2003).

“bright enough to deprive someone of sight

temporarily”

“If something is dazzling, that means that it’s so bright

that you can hardly look at it.”

Cobuild

31


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5.Have students interact with the word… “Could you be contagious if you went to work with strep

throat?6. If I say something about which you would be “contagious”, say

“contagious”… Going on vacation

Pink eye

Riding a bike

Head lice

Getting a haircutMowing the lawn

7. Complete this sentence…“I would be contagious if I …”

8. Conclude with having students see the word and say the

word…

What is our word that means “an illness that can be spread toother people?’

–contagious


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Let’s practice identifying Tier 2 words

TASK:

• Partner into A and B.

• Each partner will choose one word each from theirlist.

• Then take turns providing a student-friendlydefinition for your word.

• Look at the Tier 2 vocabulary activities to reinforce

words learned.

THIS TAKES PRACTICE and TIME


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Tier 2 Extensions

Way to Reinforce Vocabulary Learning

Morning Message Word TalliesOur

Words

# of

Times

We Have

Heard

Word

reluctant IIII

drowsy III

loyal IIII

Word Wall

Word

Jar


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Making Vocabulary Active

TPR- Total Physical Response

• recognizes the value of language being

associated with physical responses

• grammar-based view of language that focuses on

meaning, not form

• evidence-based strategy for English Language

Learners

strong


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Teaching Word Meaning from

Context Clues

Students should understand…

• sometimes a word is defined, but most often

there are clues as to a word’s meaning

• clues can come from words, phrases or

illustrations


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Teaching Word Meaning from

Context Clues

Students should understand… • clues can come before or after the unknown word

• sometimes there is more than one clue

• usually most useful clues are usually found in thesame sentence.


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Sentence Level Context

Use a sentence-level

context as a clue to

the meaning of a

word or phrase!

• Word Filler

• Word Express

• Silly Words

• Word Why


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Word Filler

• On sentence strips, write sentences, putting a blankline for the target words.

• Write the missing target words from the sentences

on index cards.• Take turns, reading the sentences, and saying he

“blank” for the missing word.

• Select the correct word for the blank and read the

sentence.

• If the selected word does not make sense, chooseanother word until the correct word is found.


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Let’s Try It!

• Danny was ________ about his new roller

blades.

• Anna’s puppy is always _____ in the morning.

• Some people are ____ when they first meet

new people.

• The principal _________ the winner of the

poster contest.

• Pam _______ the balloon by the string so she

wouldn’t lose it.


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Using “Silly” Words

• Use sentences containing a nonsense “silly” word.

• Have students identify the “silly” word in the

sentence.

• Teach students how to look for clues in the

sentence to help guess what a word might mean.

• Have students brainstorm some reasonable

answers to the word.


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Silly Words!

Silly Word Could Mean… Clues

framis

humdoodler

floob

booper

dowaddlefrappers

gloop


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Word Why?

• Create question cards that embed the targetwords.

• Pose the question to students.

•Have them answer with YES or NO.

• Have students explain WHY.

Would you be drowsy if you were playing soccer?Yes or No

Why?


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Real-Life Connection

Identify Topic, Categories, List & Describe 1. FOODS

• Sweet

• Spicy

• Salty

2. COMMUNITY

• Work

• Play

3. SPORTS

• Indoor or Outdoor

• Use a ball-Don’t use

a ball

4. PLACES AT SCHOOL

• Quiet

• Noisy

5. PEOPLE WHO

ARE..

• Friendly• Helpful

6. ANIMALS

• Those that can

be pets• Those that

cannot be pets

7. COMMUNITY

• Safe

• Healthy• Feed

8. TRANSPORTATION

• On land

• In the air• On the water

9. THINGS YOU

CAN-CANNOT EAT

10. PLACES THAT

ARE COZY

11. THINGS THAT ARE

COLORFUL

12. ITEMS THAT ARE

BREAKABLE

13. SIGNS OF … • Fall

• Winter

• Spring

• Summer

14. THINGS PEOPLEDO AS A JOB

15. WHAT MAKES AFRIEND

16. YOU NAME IT!


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Categorizing/Sorting

List-Group-Label for Young Childrenhttp://www.youtube.com/watch?v=K731qicwYcY

&feature=relmfu 2nd Grade

•

Identify topic• Provide or have students generate words related to

topic or use picture cards that relate to topic

• Sort picture cards into group

• Label the name for each category

http://www.youtube.com/watch?v=K731qicwYcY&feature=relmfuhttp://www.youtube.com/watch?v=K731qicwYcY&feature=relmfuhttp://www.youtube.com/watch?v=K731qicwYcY&feature=relmfuhttp://www.youtube.com/watch?v=K731qicwYcY&feature=relmfuhttp://www.youtube.com/watch?v=K731qicwYcY&feature=relmfu


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Compound Words

•

Compound Word Pictionary• Compound Word Detective

• I Have, Who Has?

• Compound Word Partners

• Compound Words/Adjectives Sort


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Compound Word Pictionary

• Draw each word part and have students guess

the compound word!


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the compound word!


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the compound word!


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Your Turn

• Take a index card.

• Each person at your table will choose an

compound word to create a “Pictionary”

activity.

• Share in your groups.

• You will have 3 minutes to complete this

activity.


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Compound Word Detective

Have students identify

compound words from

text they are listening to

or reading .

Create compound word

walls, word lists, etc.


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How Many

Stars in the

Sky

by

Lenny Hort


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I Have, Who Has?

Let’s play a compound word card game!

• I have given several people a card for his

game.

• If you do not have a card, please listen

carefully for how this game is played.


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Introducing Adverbs

Mini-Lessons

• An adverb can describe how an action happens.

Example: John quickly read the story.

How did John read the story?


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Introducing Adverbs

Mini-Lessons

• An adverb can describe when an action happens.

Example: We went to school yesterday.

When did we go to school? Yesterday


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Introducing Adverbs

Mini-Lessons

• An adverb can describe where an action happens.

Example: He put his shoes here.

Where did he put his shoes? Here.


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Adverb Actors

• Choose a key verb (walk)

• Have students act out the “adverb”

appropriate for the description given in the

sentence.


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Adverbs Can Tell How

If …………………….………..How

If…. How? Adverb

a baby was sleeping How would you talk?

you were late to school How would you walk?you had a glass bowl How would you carry it?

the band was at a

football game

How would they play?

you loved had a puppy How would you pet it?

had a good friend How would you treat them?


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Adjective and Adverb Sort

• Research-based strategy that helps students

identify the difference between using

adjectives and adverbs.

hungry hungrily soft softly

angry angrily quiet quietly

quick quickly loud loudly

easy easily eager eagerly

correct correctly happy happily


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Semantic Feature Analysis

The purpose of this activity is to guide students in analyzing themeanings of specific words while integrating the meanings of newwords into their vocabularies.

1. Select a category that relates to a topic to be studied or areading selection. Select key words related to the topic.

2. Make a chart with a topic heading at the top, key words listeddown the side, and columns across the page. Head some ofthe columns with terms that represent features shared bysome of the words.

3. Have the students place a plus or minus sign in each columnacross from each word, depending on whether or not theword has the feature heading the column. A question markmay be used if the student does not know.


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Semantic Feature Analysis

How much do you know NOW about the


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How much do you know NOW about the

3 tiers of vocabulary?

Use a to show your current understanding.1

Not heard of

three tiers of

vocabulary

2

Very little

knowledge of

three tiers of

vocabulary

3

Some

familiarity of

three tiers of

vocabulary

4

Know three

tiers of

vocabulary and

how to use

5

Deep

knowledge of

three tiers …

can teachothers


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3-2-1

List 3 Things You Learned:

List 2 Things You Will Try:

List 1 Question You Have:


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Resources

• www.fcrr.org Student Center Activities

• http://www.vocabulary.co.il/compound-

words/primary/general-compound-word-

match/ Computer game-compound words
http://www.fcrr.org/http://www.vocabulary.co.il/compound-words/primary/general-compound-word-match/http://www.vocabulary.co.il/compound-words/primary/general-compound-word-match/http://www.vocabulary.co.il/compound-words/primary/general-compound-word-match/http://www.vocabulary.co.il/compound-words/primary/general-compound-word-match/http://www.vocabulary.co.il/compound-words/primary/general-compound-word-match/http://www.vocabulary.co.il/compound-words/primary/general-compound-word-match/http://www.vocabulary.co.il/compound-words/primary/general-compound-word-match/http://www.vocabulary.co.il/compound-words/primary/general-compound-word-match/http://www.vocabulary.co.il/compound-words/primary/general-compound-word-match/http://www.vocabulary.co.il/compound-words/primary/general-compound-word-match/http://www.vocabulary.co.il/compound-words/primary/general-compound-word-match/http://www.vocabulary.co.il/compound-words/primary/general-compound-word-match/http://www.vocabulary.co.il/compound-words/primary/general-compound-word-match/http://www.fcrr.org/

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