Vocabulary

June 14, 2012

Vocabulary

9:45-11:30 Session 2

Vocabulary – A Common List

Vocabulary Strategies

Activities and Assessment

A Common List

Common Core Math Vocabulary

Information and word lists combined Utah and Tennessee lists

• Tennessee list – Marzano’s research• Utah list – Common Core State Standards

Where can you find these lists?

TeachershareMath Vocabulary

What is included?

The Academic Word Lists from Tennessee

The Word Wall Cards with Definitions and Graphics from Utah (Grades K - 7)

Research, Teaching Ideas, and Activities

Materials Currently Available forYoung 5s through 4th grade

• The Word Wall Cards from Utah• Integrated lists in Word Documents organized by

Common Core headings and grade levels• Vocabulary Cards– 1st through 4th grade cards can be self-correcting

• Quizzes– Given a word bank, fill in the blank.

• 1st grade (19 quizzes)• 2nd grade (19 quizzes)• 3rd grade (12 quizzes)• 4th grade (20 quizzes)

Extras

• SMART Notebook Activities that include all of the math vocabulary words for the year for grades 2 and 3.Ask me about “A Minute or a Miss”.

• SMART Notebook Page – Name Parts of an Equation (grade 3)

• Gamemaker Games for K and 3 from Seth

Works in Progress (if you see the need)

• Complete the SMART Notebook Activities for K, 1, and 4• Complete the Gamemaker Games for 1, 2, and 4• Student Exemplars for Writing and Illustrating• Activity pages that can be used for practice and assessment in other

formats such as… multiple-choice matching labeling writing / illustrating with scoring rubrics

• Vocabulary Games Blurt Vocab on an Easel Pictionary

Go to Teachershare

• Show examples of the materials that are currently available.

• Discuss priorities for additional resources.

The following ideas are from: Vocabulary Instruction for Academic Success

by Hallie Kay Yopp, Ruth Helen Yopp, and Ashley Bishop

Strategies for Teaching WordsVocabulary instruction should involve:

• Learning words in rich contexts• Repeated exposure and multiple opportunities to

use new words• Exploring relationships among words• Active engagement with words on the part of the

students• A variety of practices

(from the National Reading Panel (NICHD 2000))

Strategies for Creating Word Consciousness

1. Word Walls2. Words of the Week3. Word Jars4. Word Journals5. Preview-Predict-Confirm6. Ten Important Words7. Word Charts8. Games

Introducing Words

1. Friendly Explanations (Pg. 124)2. Semantic Maps (Pg. 126)3. Frayer Model (Pg. 128)4. Concept of Definition Map (Pg. 131)5. Verbal and Visual Word Association (Pg. 134)6. Word Maps (Pg. 135)7. Semantic Feature Analysis (Pg. 136)8. Nonlinguistic Representations (Pg. 138)9. Vocabulary Self-Collection Strategy (Pg. 138)

Reinforcing and Extending Understanding of Words

1. Word Sorts2. Content Links or Word Links3. Carousels

Same Word, Different Task Different Words, Same Task Different Words, Different Tasks Frayer Model

4. Linear Arrays 4. Linear Arrays in Math5. Ten Important Words Plus

Using Words

1. Oral Presentations2. Bookmaking and Other Written Presentations

Word Walls

• Teachers identify words that serve particular instructional purposes, record them on strips of cardstock, and post them on a bulletin board in alphabetical order.

• Teachers draw students’ attention to the words by talking about them and inviting students to use them in their written work.

* Variation: Phrase Wall – record powerful phrases along with the source (Pg. 91)

Words of the Week

• Select one or two words each week.

• “With enthusiasm and fanfare, the words are introduced and explained at the beginning of the week, and then teachers and students challenge one another to use the words throughout the week – on the playground, in the lunchroom, in the classroom, and in their homes.” (Pg 92)

*Consider implementing a school wide Good Word! card system. Cards can be turned in for rewards such as line leader, chalkboard eraser…

Word Jars

Inspired by the book Donavan’s Word Jar by Monalisa DeGross (1998), this strategy involves depositing interesting words into a word jar.

• Students must find out what a word means before they can put it in the jar.

• Periodically, the students dump the words from the jar and talk about them. How do they sound? What do they mean? Where did we hear them?

• They might use them in sentences, sort them, add them to a word wall, or to their personal dictionaries. (Pg. 93)

Word Journals

• Students record words in a daily word journal and share why it is important.

• Writing should convey the students’ understanding of the word and as well as their efforts to make personal connections to the word.

Preview-Predict-Confirm• The teacher shows the illustrations in a text – usually an

informational text – and asks the students to anticipate the words the author may have used.

• Students share their predicted words along with their reasons for selecting those words.

• Students are organized into groups of 3 or 4 and are given 20 to 40 small cards per group.

• Students record words related to the topic on the cards and then organize the cards by category adding category headings and possibly additional word cards. (continued)

Preview-Predict-Confirm continued

• The teacher asks the students to select three words for discussion with the class:1. A word they think every group has2. A word they think no other group has3. A word that interests them

• The group records these words on 3 large cards.• The words are displayed and the teacher leads a

discussion of the word choices, meanings, relation to the topic, and why they were selected. (Pg. 95-97)

Ten Important Words• After introducing a text, the teacher asks the students to independently read it

and identify 10 important words.

• Important words are ones that the students believe are key to understanding the information shared by the author.

• The students record their words on separate sticking notes.

• The class makes a bar graph.

• The teacher leads a discussion about the words, their selection, their meanings, why they are important…

• The students independently write a single sentence summary of the reading selection and share it with a partner or small group.

• Variations: Revise initial selection of 10 important words.(Pg. 98-99)

Word Charts

Words, meanings, and related symbols are recorded on a chart.

Games

Educational Games that focus on words:• Upwords, Balderdash, Boggle, Password, Scrabble,

Scattergories, Pictionary, Cranium, Syzygy

Games that can easily be adapted for math vocabulary:• Jeopardy, Are You Smarter than a 5th Grader,

Tribond, Blurt, Who Wants to Be a Millionaire?, Pictionary

Friendly Explanations

• Student-friendly explanations use familiar terminology to explain the meanings of words, as well as how the word might be used and by whom.

• Using everyday language, teachers share the meanings and contextual information, including, if appropriate, nuances or connotations that make it clear how a word might be used.

Semantic MapsSemantic Maps are graphic organizers that display the knowledge associated with a concept.

Computation

Addition

Subtraction

Multiplication

Division

combine

give awaytake apart

put together

separate equal groups

put together equal groups

Frayer ModelThe Frayer Model offers a structure for providing friendly definitions of a word along with related characteristics, examples, and non-examples.

Concept of Definition MapStudents are taught the category to which a word belongs, characteristics of the word, and examples.

Verbal and Visual Word Association

This strategy requires students to think about a word in several ways and to record their thinking in boxes.

target word picture

definition personal connection

Word Maps

Students are asked to copy the “map” and complete it for various words.

• Name the word.• Define it.• Provide an example sentence.• Tell what it is like.

Semantic Feature Analysis

This strategy is used to show how words differ.

Nonlinguistic Representations

• Information is stored in memory in linguistic and nonlinguistic forms.

• When introducing vocabulary words some nonlinguistic forms to consider are act it out, draw, paint, sculpt, and pantomime.

Vocabulary Self-Collection Strategy

• Students collect words that they deem important and share them with the class.

• Words are selected from these collections to study as a class.

• This strategy promotes student engagement and can be motivating.

Word Sorts

Words sorts require students to sort words into meaningful groups.

• Open sorts are sorts in which the students sort according to categories that are meaningful to them.

• In closed sorts the structure is provided for the students.

Content Links or Word Links• The teacher prepares a list of words related to a unit of study. The words are

written on separate cards and distributed one to each student.

• Students circulate through the room to find a student with whom to link. Discussing connections is encouraged.

• The goal is to find a partner whose word is related to his or her own word in some way.

• After pairs are formed, students share the meanings of their words and tell how they are related.

• Students then break their links and find a new partner.

• Variations: Link larger groups, find hierarchical groupings

Carousels

• Carousels are an effective way to provide and reinforce definitional and contextual information.

• Carousels require the students to rotate around the classroom – like a carousel – moving from one posted vocabulary chart to another and completing a task at each chart.

• Provide a short amount of time at each chart and a signal to move to the next chart.

Carousels – Same Word, Different Task• All students consider the same word and the

task at each chart is different.

• Chart task might include: definition, sentence, synonyms, antonyms, picture, context, graphic organizer

Carousels – Different Words, Same Task• A different word is posted on each chart.

• Each group draws a task card from a deck (i.e. definition, sentence, picture, synonyms, antonyms, connections, graphic organizer, examples…)

• Each group completes the same task from the card that they drew for each of the different words on the charts.

• Share the charts to conclude the activity.

Carousels – Different Words, Different Tasks• Each chart has a different word that has been studied.

• At their first chart, every group writes a definition of their word.

• At the second chart, every group reads the word and the definition and then writes a sentence.

• At the next chart they might read the previous groups’ work and write some synonyms.

Carousel - Frayer Model• Students complete the Frayer Model as they

do a carousel rotation

Linear Arrays

• Linear arrays, also known as semantic gradients, are useful when students are learning adjectives and adverbs for which there are scalar antonyms.

• Scalar antonyms are words that represent a range of meanings including a neutral term such as hot, warm, tepid, cool, and cold.

• Randomly distribute cards with the five scalar antonyms. Have the students with the cards go to the front of the room and have the class help arrange them in order from one extreme to the other.

Linear Arrays – in math

Greatest to Least / Least to Greatestwhole numbersfractions, decimals, percentsunits of linear measurementunits of volumetemperaturespolygons by number of sides

Ten Important Words Plus

Task cards might include:• Write other forms of the word• Generate sentences,• List antonyms or synonyms• Identify where you might

expect to hear this word• Find a dictionary definition• Find multiple meanings

• Draw a picture• Act out the word• Share a real-life

connection• Return to the text and

find sentences with the word

• Explain the meaning in the sentences you find

Using words from the 10 Important Word Activity, the class continues with other selected tasks.

Oral Presentations

• Ask students prepare and deliver presentations on a topic.

• Provide target words if necessary.

• Consider requiring visuals.

Bookmaking and Other Written Presentations• Constructing books help students summarize or expand their

learning. Types of books to consider: Alphabet books, How to books, Accordian

books, All about (topic)

• Writing Roulette is a strategy in which a teacher identifies four or five words that students must use in a piece of writing. Students in small groups begin writing, with the task of using at least one of the target words in the first few sentences. The teacher calls time and the students pass their papers to the right and add to the writing on the paper received. The last writer in each group reviews to make sure each target word was used. Share.

• Consider Poetry