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Building Background Knowledge and Vocabulary in Kindergarten and 1 st Grade . Presented by Ani Kumjian. According to research, teachers must make vocabulary instruction robust , vigorous, strong and powerful to be effective. What makes vocabulary instruction robust?.
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Building Background Knowledge and Vocabularyin Kindergarten and 1st Grade Presented by Ani Kumjian
According to research, teachers must make vocabulary instruction robust, vigorous, strong and powerful to be effective.
What makes vocabulary instruction robust? • A robust approach to vocabulary instruction involves directly explaining the meanings of words along with thought-provoking, playful and interactive follow-up.
Create a word conscious classroom! • Motivate through your own enthusiasm. • Recognize juicy words and vivid language. • Select high quality literature for read alouds that you enjoy!
PROCESS FOR TEACHING NEW TERMS AND PHRASES • Six Step process (Building Academic Vocabulary, Teacher’s Manual, Marzano and Pickering, 2005)
Step 1: • Present students with a brief explanation of the new term or phrase.
Step 2: • Present students with a nonlinguistic representation of the new term or phrase.
Step 3: • Ask students to generate their own explanations or descriptions.
Step 4: • Ask students to create their own nonlinguistic representation. • Graphic organizers • Pictures
Step 5: • Periodically ask students to review the accuracy of their explanation and representation.
Step 6: • Involve students periodically in games that allow them to play with terms.
Tier One Words First Tier Words rarely require instructional attention. (Beck, 2001) • They consist of basic words. • Examples are: baby, clock, happy, walk, jump, hop, slide, girl, boy, dog, yellow, play, like…
Tier Three Words Tier Three words are words whose frequency of use is quite low and often limited to specific domains. • Examples are: Isotope, lathe, peninsula, refinery • These words are best learned when a specific need arises such as a geography lesson.
Tier Two Words Tier Two words are those that are found across a variety of domains, and often are a more sophisticated way of presenting ideas. These are the best for direct teaching. • Examples are: coincidence, absurd, regret, fortunate, rambunctious, magnificent, reluctant, venture, prepared, mention… • Rich knowledge of words in this tier can have a powerful impact on verbal functioning (Beck,2001).
Tier Two Words for K-1 • Use words from trade books that the teacher reads aloud to students instead of books children read on their own (Beck, 2001). • The teacher can briefly explain the meaning of the word while she is reading then follow the 6 Step process afterward . • The context of the story will also aid in understanding the unknown word.
What Makes a Word Inappropriate for Instruction? • A word that cannot be explained in known terms for the students.. • A word that cannot be used by students in their everyday lives. K-3 students have little opportunity to use the word “portage”.
Motor Imaging • Draws on physical-sensory, as well as cognitive and affective domains of learning. • Particularly effective with English Language Learners.
Word Associations: Associating a known word with a newly learned word reinforces the meaning of the word. • Word Associations are not just synonyms, students must develop a relationship between the new word and unknown word for learning to occur. • Example: “Accomplice” and the known word “crook” can be tied together by a student stating, “An accomplice helps a crook.”
Have You Ever…? • Students are asked to “Describe a time when they might (urge, banter, commend) someone.”
Applause, Applause! • Students are asked to “clap” to indicate how much they would like to be described by the target word. (Example: vain, stern, impish)
Idea Completions • Provide students with “sentence stems” that require them to integrate a word’s meaning into a context to explain the word. • Example: I knew he was a “novice” at skiing because……
