welcome literacy across the curriculum "train the trainer" workshop vocabulary presenters:...
TRANSCRIPT
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Welcome Literacy Across The Curriculum "Train The Trainer" Workshop
VocabularyPresenters: Shirley Cain, Eustacia Lowry-
Jones, Marilyn Locklear, Kay Pittman, Linda Price, and Mary Kathryn Stone
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Vocabulary Facts
"Vocabulary is the most important influence on reading comprehension."
"It takes 17 exposures to a word to learn it."
"The average child enters school knowing 5,000 – 6,000 words. Children learn 2,500 – 3,000 new words per year."
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4 Types of Vocabulary
• Listening – Words we understand when
others talk to us.• Speaking – Words we use when we talk to
others.• Reading – Words we know when we see
them in print (sight words and words we
can decode).• Writing – Words we use when we write.
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Research on Vocabulary
• Vocabulary knowledge is one of the best indicators of verbal ability, reading achievement and success in school.
• Teaching vocabulary of a selection can improve students’ comprehension of that selection.
• Vocabulary difficulty strongly influences the readability of text.
• The use of lexile ranges will ensure that vocabulary is appropriate.
(Beck, et al. 1992).
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Lexile Measures www.lexile.com Reminders:• Lexile measures may be found on the EOG
score sheet.• This tool should be used as a guide to
establish a baseline for each student's reading level.
• To increase effectiveness, include ranges that are a little above and a little below the class instructional level.
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• Individually - Read the selection.
• With a partner - • Use the strategy of your choice to define each
of the underlined vocabulary words.
• Match the words with the definitions from the
envelope.
Activity Time
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• Answers to the exercise
• 1. l 4. j 7. a 10. e
• 2. k 5. i 8. d 11. c
• 3. g 6. h 9. b 12. f
• With your group - Discuss the strategies you used and record on chart paper.
Activity Time
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Matthew Effect
• The development of strong reading skills is
the most effective word learning strategy
available. However, those students who are
in greatest need of vocabulary acquisition
interventions tend to be the same students
who read poorly and fail to engage in the
amount of reading necessary to learn large
numbers of words.(Beck, et al. 2002).
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Websites
• RHL.com
• Superteacher.com
• Discovery
• Cricket
• Spider - avg
• National Geographic
• Click
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Research on Vocabulary
• Studies estimate that of 100 unfamiliar words met in reading, only 5-15 words are learned in context.
• Becoming interested and aware of words is not a likely outcome from the way instruction is typically handled, which is to have students look up definitions in a dictionary.
(Scott et al., 1998)
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Research on Vocabulary
• Some students learn an average of 8 words per day. Others learn as little as one or two.
• Words can be known at different levels of understanding.
• Directly teaching word meanings does not adequately reduce the gap between students with poor versus rich vocabularies. It is crucial for students to learn strategies for learning word meanings independently.
(Miller, 1978).
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Research on Vocabulary
• One study found that out of 4,469 minutes
of reading instruction, only 19 minutes
were devoted to direct vocabulary
instruction.• Another study found that 3rd, 4th and 5th
grade teachers spent an average of 1.67
minutes on vocabulary per reading lesson
and that many teachers spent no time.
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What Can We Do?
• Make effective vocabulary instruction a high priority in the educational system.
• Make vocabulary instruction robust, vigorous, strong and powerful to be effective.
• Provide multiple ways to process new words.
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Two Types of Acquisition
• Implicit vocabulary acquisitiono When students engage in rich extensive
oral interactions o When students are read too When students read and discuss what
they’ve read
• Explicit vocabulary acquisitiono Vocabulary activities specifically
designed to teach new words
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Activity Time!
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SWAT (Vocabulary Review)
•Vocabulary is displayed on chart paper or projected for all to view.
•Students are divided into 2 teams.
•The teacher calls out a definition or clue. Students swat the correct response.
Activity Time!
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SWAT
Talisman
Gingerly
Pedant
Sauntered
Aesthetic
Virile
Emulate
Resplendent
Chaff
Haberdashery
Scintillation
Articulate
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Provide Multiple Ways to Process New Words
• Associate new words with known words.• Match definitions to new words.• Use new words in different contexts.• Use new words in a sentence.• At your table, create a sentence using one
of the words from Thoothee. Also, give a
synonym.
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When Teaching Vocabulary, DO…
• Introduce new subject matter vocabulary
BEFORE students’ initial reading of the
new material.• Explain words in terms of relationships –
word families, structural analysis, roots
and affixes.• Constantly direct students’ attention to the
power of words and hints of meaning.
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When Teaching Vocabulary, DO…
• Help the class foster a respect for
the well-chosen word and the well-
turned phrase.
• Teach your students definite forms
or patterns for succinctly stating
definitions.
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When Teaching Vocabulary, DO NOT…
• Rely solely on incidental approaches; but avoid drill.
• Teach roots, affixes in isolation.• Make definitions more difficult than
the words to be defined.• Forget the different ways of
approaching definitions – analogies, synonyms, antonyms, etc.
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When Teaching Vocabulary, DO NOT…
• Do not give students lists of words
to look up in a dictionary under the
guise of vocabulary instruction.
• This is only dictionary work, not
vocabulary instruction.
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Dictionary Use
• Scott and Nagy (1997) report the results of many research studies that show that students cannot use conventional definitions to learn words.
• Example from dictionary: redress – set right, remedy. “King Arthur tried to redress wrongs in his kingdom”
• Student writes: “The redress for getting well when you’re sick is to stay in bed.”
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Other Activities
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Activity Time!
• The Same or Different
• Flash Cards with the synonyms or antonyms on one side and S or D on the other.
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Activity Time!
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Lesson Planning: Preparing Content Area Activities
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Activity Time!
Group Presentations
• Collaborate with your group to
demonstrate a vocabulary strategy (that
has not previously been mentioned).
• Be prepared to present in a whole group
setting.
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"Websites to Add to Your Favorites"
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Questions
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14 Most Powerful Words for the EOG
TestsInferAnalyzeSignifyTraceEvaluateFormulateSummarize
ExplainContrastComparePredictSupportConcludeDescribe
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Comments
•Remember to train your faculty.
•PPT at: PSRC Website, Depts., Literacy (Scroll down on left side.)
• Literacy Website
•Next Training – April 7
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Hosted
by
Kay Pittman
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100 100
200 200
400 400
300
400
LANGUAGE Do you speak my language?
You should know…
Language Terms!
300 300 300
200
400
200
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500500 500500 500500 500500
100
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Row 1, Col 1
Selection
What is another name for a reading passage?
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1,2
Author
Who is the person that writes the selection?
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1,3
Reference
What is to refer to something else like another person or book?
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1,4
Phrase
What is a group of words that show a particular thought?
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2,1
Paragraph
What is a group of sentences that have a common topic?
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2,2
Quotation
What are the exact words said by a person?
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2,3
Definition
What is the meaning of a word?
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2,4
Strategy
What is a plan for completing a task?
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3,1
Skim
What is reading through a selection quickly to find a thought or idea?
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3,2
Scan
What is looking through a selection to find a single word?
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3,3
Sentence
What is a group of words that are grammatically correct and make a statement or ask a question?
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3,4
Adjective
What are words that describe a noun?
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4,1
Synonyms
What is words that have the same meaning?
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4,2
Antonyms
What are words that have opposite meanings?
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4,3
Homophones
What are words that sound the same when you say them?
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4,4
Topic
What is the overall subject or a paragraph?
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5,1
Vocabulary
What is a list or words?
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5,2
Pronunciation Key
What the information that helps to pronounce a word?
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5,3
Topic Sentence
What is the sentence that gives the overall idea of a paragraph?
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5,4
Summary
What is information written to give you the most important information in a selection?