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Citrus: Literacy, Learners, and Leaders.

Citrus: Literacy, Learners, and Leaders. Vocabulary and Word Study Developed by: Margaret Turner & Kris Schirmer. Taylor. Activity Survey of Knowledge. Concept of Definition Chart. Vocabulary defined. Why Teach Vocabulary . Vocabulary Research. Practical Differences

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Citrus: Literacy, Learners, and Leaders.

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  1. Citrus: Literacy, Learners, and Leaders. Vocabulary and Word Study Developed by: Margaret Turner & Kris Schirmer Citrus County Schools, Florida

  2. Citrus County Schools, Florida Taylor

  3. Citrus County Schools, Florida

  4. Citrus County Schools, Florida

  5. ActivitySurvey of Knowledge Concept of Definition Chart Citrus County Schools, Florida

  6. Vocabulary defined Citrus County Schools, Florida

  7. Why Teach Vocabulary Citrus County Schools, Florida

  8. Vocabulary Research • Practical Differences • Children enter school with a listening vocabulary ranging between 2500 to 5000. • First graders from higher SES groups know twice as many words as lower SES children (Grater & Slater, 1987). • College entrants need about 11 to 14,000 root words (meter in thermometer or centimeter). Citrus County Schools, Florida

  9. Research cont. Closing the Vocabulary Gap • In 1st and 2nd grade, children need to learn 800+ words per year, about 2 per day. • Children need to learn 2,000 to 3,000 new words each year from 3rd grade onward, about 6-8 per day. • Children need to encounter a word about 12 times before they know it well enough to improve their comprehension. • To keep up a child needs to learn at a rate of 2000-3000 words per year. To close the gap, they need to exceed that. Citrus County Schools, Florida Biemiller: Nagy & Anderson

  10. Improving VocabularyFour Strategies Citrus County Schools, Florida

  11. Strategy 1 Wide Independent Reading Citrus County Schools, Florida

  12. Wide Independent Reading cont. Citrus County Schools, Florida Torgeson-FCRR

  13. Wide Independent Reading cont. By reading often (reading volume influences differences in children’s vocabulary) At the right level of difficulty In sufficient amounts With sufficient motivation to pursue understanding Citrus County Schools, Florida

  14. Wide Independent Reading cont. Highlights from Suggestion for Promoting Wide Reading handout from Just Read! Academy. Citrus County Schools, Florida

  15. Wide and deep encounters with new words to build a rich understanding of the words. Teach a few words well rather than give students a long list of words with superficial understanding. They forget these words after the test! Strategy 2Multiple Exposure To a Word Citrus County Schools, Florida

  16. Strategies Activate Prior Knowledge Make Connections Word Relationships Synonyms/Antonyms Analogies Word parts (root/prefix/suffix) Word Walls Multiple genres (fiction/nonfiction) Graphic Organizers Vocabulary squares Worldly words Linear arrays Concept of Definition map Multiple Exposure To a Word cont. Citrus County Schools, Florida

  17. Strategy 3Explicit Instruction in Word Analysis Value of Word Analysis: Supports ESOL/diverse learners. Is an active learning technique. Teaches students to use resources. Strengthens word attack skills. Citrus County Schools, Florida

  18. Most Common Prefixes These three prefixes account for over 50% of the prefixes found in words. Carroll, Davies, & Richmond, 1971 Citrus County Schools, Florida Teaching Phonics & Word Study, Blevins

  19. Prefix Activity Closed Sort Circle the prefixes in each of the following words Abdicate, abduct, coauthor, cooperate, coincide, absent Next, sort the words under the category “togetherness” or “separateness”. Note: This activity would be conducted after the prefixes ab and co have been taught. Citrus County Schools, Florida

  20. Most Common Suffixes These three suffixes account for almost two-thirds of the suffixes found in words. Carroll, Davies, & Richmond, 1971 Citrus County Schools, Florida Teaching Phonics & Word Study, Blevins

  21. Strategy 4Building Academic Vocabulary Direct vocabulary instruction is necessary because the more student’s understand the vocabulary, the easier it is for them to understand information they read or hear about the topic. According to Marzano, “If a student doesn’t understand the content vocabulary, they don’t understand the content.” Citrus County Schools, Florida

  22. Teach vocabulary all day! Informal text is useful (Duke, 2000) Content-area vocabulary Science text: Offers more prefix and suffix words Offers repetition May offer hand-on learning of vocabulary in an authentic and meaningful context. Citrus County Schools, Florida

  23. Direct Vocabulary InstructionImpact Percentile rank on test Stahl & Fairbanks, 1986 Marzano Citrus County Schools, Florida

  24. A Six-Step Process for Teaching New Terms Citrus County Schools, Florida (Marzano & Pickering)

  25. Building Vocabulary is a valuable effort! Motivating students to WANT to build their own vocabulary. Modeling our own interest in and love for words. Creating a classroom of vocabulary celebration and pursuit. Citrus County Schools, Florida

  26. Web Sites • www.resourceroom.net/vocabulary • www.webenglishteacher.com/vocab.html • www.virtualsalt.com/roots.html • www.ascd.org • www.vocabularya-z.com • www.fcrr.org/ Citrus County Schools, Florida

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