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Strategies for Vocabulary Development
Middle & High School
Martha LambAugust, 2010
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Get Acquainted
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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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Turn and Talk
Turn to a partner anddiscuss what you know about how a child learns to talk.
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Functional Vocabulary
Receptive Productive
Oral Listening Speaking
Written
Reading Writing
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Functional Vocabulary
Receptive Productive
Oral Listening Speaking
Written
Reading Writing
Written vocabulary
Spoken vocabulary
Reading vocabulary
Listening vocabulary
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Functional Vocabulary
Receptive Productive
Oral Listening Speaking
Written
Reading Writing
Written vocabulary
Spoken vocabulary
Reading vocabulary
Listening vocabulary
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How is Academic Vocabulary Acquired?
Wide Reading
+ Direct Vocabulary Instruction
Strong Working Vocabulary
Implication for Instruction:
Choose words to teach based on each word’s:
•Frequency of occurrence
•Importance for understanding course content
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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.
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How can I prioritize my vocabulary terms??!?
•Critically important
•Useful, but not critical
•Interesting, but not particularly useful
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Effective Vocabulary Instruction: A-PREP
• Access Prior Knowledge
• Teacher Provides a context
• Students Re-state
• Students Elaborate
• Students Practice & play
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Access Prior Knowledge
• Paired-Partner discussion• Vocabulary Self-Awareness Chart• Prediction chart or foldable
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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
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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
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Students Restate Definition In Their Own Words
• Critical for comprehension & retention• Must be checked for accuracy**
**Safeguard first-time learning
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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 Burke’s “Vocabulary Squares”• Frayer Model• Words Gone Wild• Expanded Flash Cards• Word Work Choice Board
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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
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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?
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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.
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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.
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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.
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• soliloquy
• subsidy
• overload (law of)
• biodegrade
• outlier
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ActivityElaborate on three of the terms by
utilizing a different elaboration tool for each word.
Terms: Tools:
soliloquy Vocabulary Boxessubsidy Frayer Modeloverload (law of) Words Gone Wildbiodegrade Expanded Flash Cardsoutlier Word Work Choice
Board
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Effective Vocabulary Instruction: A-PREP
• Access Prior Knowledge
• Teacher Provides a context
• Students Re-state
• Students Elaborate
• Students Practice & play
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Students Practice and Play With Words
• 10-24-7 rule of practice• Puzzles• Random Name Picker (classtools.net)• Quizlet • Linear Arrays• Which One Doesn’t Belong• Classroom Feud
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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: