vocab ssiltt 2012 show-1
TRANSCRIPT
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SSILTT 2012Teaching Vocabulary
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Teaching Vocabulary
• Supports content area learning--concepts, ideas, connections, domain-specific vocabulary
• Supports literacy in general
• Mississippi has a history of low vocabulary achievement
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Vocabulary differs across income groups (Hart and Risley)
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Months
Voc
abu
lary
(k
now
n w
ord
s)
ProfessionalWorking ClassWelfare
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Less effective instruction:
• Memorizing definitions for 10 or 20 words a week (or a word of the week)– These words don’t reappear in student talk
or writing– Copying definitions
Through incidental learning in a language rich environment, students can learn 17-20 words/day, 3000 words/year
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DefinitionsDictionary Definitions Students’ SentencesCorrelate. 1. Be related one to the other: The diameter and the circumference of a circle correlate. 2. Put into relation
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DefinitionsDictionary Definitions Students’ SentencesCorrelate. 1. Be related one to the other: The diameter and the circumference of a circle correlate. 2. Put into relation
Me and my parents correlate because without them I wouldn’t be here.
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DefinitionsDictionary Definitions Students’ SentencesCorrelate. 1. Be related one to the other: The diameter and the circumference of a circle correlate. 2. Put into relation
Me and my parents correlate because without them I wouldn’t be here.
Meticulous. Very careful or too particular about small details
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DefinitionsDictionary Definitions Students’ SentencesCorrelate. 1. Be related one to the other: The diameter and the circumference of a circle correlate. 2. Put into relation
Me and my parents correlate because without them I wouldn’t be here.
Meticulous. Very careful or too particular about small details
I was meticulous about falling off the cliff.
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DefinitionsDictionary Definitions Students’ SentencesCorrelate. 1. Be related one to the other: The diameter and the circumference of a circle correlate. 2. Put into relation
Me and my parents correlate because without them I wouldn’t be here.
Meticulous. Very careful or too particular about small details
I was meticulous about falling off the cliff.
Redress. 1. Set right; repair; remedy: King Arthur tried to redress wrongs in his kingdom.
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DefinitionsDictionary Definitions Students’ SentencesCorrelate. 1. Be related one to the other: The diameter and the circumference of a circle correlate. 2. Put into relation
Me and my parents correlate because without them I wouldn’t be here.
Meticulous. Very careful or too particular about small details
I was meticulous about falling off the cliff.
Redress. 1. Set right; repair; remedy: King Arthur tried to redress wrongs in his kingdom.
The redress for getting well when you’re sick is to stay in bed.
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What does work: Reading
• Wide reading is THE most important way to foster vocabulary development–Wide reading
–Wide reading
–Wide reading
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Create a Language-Rich Environment
• Use interesting words yourself• Play with words• Word of the day
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Return their language to them with more interesting vocab
• I’m thirsty! I’m _________
• It’s raining! It’s _________
• What are we having for lunch?
• This homework stinks!
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Explicit Instruction in Using Morphemes for Structural Analysis
• Morphemes--meaningful chunks of words
• Morphology--study of the meaningful chunks of words
• Roots, affixes (suffixes and prefixes)
• How many morphemes in shoes, celery, polysyllabic?
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Ways to teach the meanings of morphemes
• Word sorts (in-, un-) • Word chains (sort polyhedron words)• Root word/Vocabulary Trees (def is “roots”,
branches are words that use root, twigs are where you heard it)
• Think of a sort you could do that focuses on the meanings of word parts (morphemes) important in your discipline (e.g., in math: graph means picture vs. graph means word)
• Share
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Model Using Morphemes to Figure Out Words
• Discuss handout/procedures for a think-aloud
• Think out loud about how you used morphemes to figure out the meaning of a word
• Devon model• Groups practice and share• Discuss
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Using morphemes to figure out words
Sometimes morphemes are all you need:
• indefatigable
What are some key morphemes in your
content area?
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Adding in context
• Sometimes not so helpfulShe was a sartorial nightmare.
• Sometimes helpful.His sartorial style runs toward jeans,
Hawaiian shirts and cowboy boots.
The doctor prescribed me an antipruritic for my poison ivy.
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Explicit Instruction in Using Context
• Model, model, model
• Demonstrate using more and more context
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Using Context
• How could I be such a mensa?
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Using Context
• How could I be such a mensa? She scolded herself as she sat cross-legged, the telephone cradled in one hand and a cookie in the other.
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Using Context
• How could I be such a mensa? She scolded herself as she sat cross-legged, the telephone cradled in one hand and a cookie in the other. She blamed her biology teacher for her problem.
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Using Context
• How could I be such a mensa? She scolded herself as she sat cross-legged, the telephone cradled in one hand and a cookie in the other. She blamed her biology teacher for her problem. If he hadn’t made them dissect frogs, she wouldn’t have been so absentminded. (from Gary Soto’s The Challenge)
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Kinds of Context Clues
• Definition: . . . Then the predator, an animal that hunts and eats other animals, entered
• Synonym: He walked with alacrity, hurrying to his destination
• Antonym: He walked slothfully, you could never get him to hurry
• Example: Predators like lions, tigers, bears, sharks, eagles, even bats . . . .
• Gist: vaguely somewhere in the text (mensa)
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Teach with a think-aloud
•Think out loud. Explain your thinking to students to model how to use context clues to figure out the word.
•Practice it in groups. Find a difficult or likely unfamiliar word in your text, think aloud about how you used context to figure it out. Name the “kind” of context clue you used. •Share.
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Look in your framework
• What morphemes are there?
• What’s a sort or other activity you could do to teach the meaning of one of those?
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When morphemes and context won’t work: Using Reference Tools
• Must be a sophisticated user and know the first definition won’t always work
• Which definition fits the meaning of the sentence:– “Cell phones are polluting our most sacred family
traditions such as the evening meal.”
• What “text features” do you need to know to use this reference tool?
• Other reference tools?
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Explicit Study of Words:Selecting Words for Study
• Function words - glue sentences together (the, because, is)
• Tier 1 words - already known (school, baby)• Tier 2 words - worth studying, multiple
meanings, important to content, key morphemes, etc.
• Tier 3 words - exceedingly rare and specialized (antipruritic)
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Triple-Entry Vocab Journal
• Select words for journals or let students record words as they write (see handout)
• After, let students compare responsesWord in context of sentence in text, underlined
Look up, choose right def, write in own words
Picture, memory aid, or phrase
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Word Sorts• Conceptual word sorts:
– Conceptually (e.g., related to nervous vs. digestive system, spiders vs. insects, etc.)
– Open word sorts--students decide how to sort them
• There’s value in the debating• Sort words before, during, and after
reading/thematic study• Think of other ways to sort words• Sort the same set of words multiple ways
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Word Chains
• Sort words according to a scale or quality– Synonyms for hunger, most to least– Put words in order according to a chemical
process or mathematical procedure– Environmental consequences of different ways of
getting energy (solar, coal, nuclear), from least to most harmful
• Come up with a word chain to teach words in your content area
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Possible Sentences
• Teacher selects a few words before study
• Students analyze them, then create a “possible sentence”
• After study, students rewrite possible sentences based on new knowledge of words
» Janet Allen
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Interactive Word Wall
• Select words for content/concept study
• List on word wall before/during/after• Sort words according to concepts or put
in alphabetical order--so they’re easy to find and useful
• USE the words throughout study
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Using Interactive Word Wall Words
• Sort the words• Use the words to write summaries• Write narratives or poems using the words
together• Use the words in a Venn diagram• Hold students accountable for spelling these
words correctly in writing• Word 20-questions or charades• Use the words in a persuasive letter etc.• Other ideas?
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Portable Word Wall
• Individualized word walls
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Other Graphic Organizers
• Word Web/Spider Map
• Word Scroll• Folded flash cards-fold like a note card,
word on front, def on top inside, examples on bottom inside, illustration on the back
• Others?
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Words Across Contexts: Homographs
• Encourages thinking about the content-specific meanings of words and the concepts in the text
• What would the word surf mean to:
A. A kid on the beach?
B. A techie?
C. Someone watching TV?
• What would the word current mean to:
A. An electrician
B. A boat captain
C. A newspaper writer
Do one of your own!
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Word Knowledge Rating Scale
Word Know it well Have seen or heard it
Have no idea
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Word Detective
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Frayer Model
Definition in your own words
A quadrilateral is a shape with 4 sides.
Facts/Characteristics
* 4 sides * May or may not be * equal length * Sides may or may not be parallel
Examples
•Square•Rectangle•Trapezoid•rhombus
Nonexamples
•Circle•Triangle•Pentagon•dodecahdron
Quadrilateral
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Verbal and Visual Word Association (VVWA)
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Wrap-UpRe-sort words
List all strategies so far/use notecards. Go through
framework and discuss which could be used for the
benchmarks in Competencies 1 and 2.