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Key Word Prediction

Key Word Prediction. Choose a 6-9 words that connect with what you are learning/going to read Have the students write a prediction based on the words Have the students share predictions Have them read/experience the lesson Have them review their predictions. Key Word Prediction.

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Key Word Prediction

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  1. Key Word Prediction • Choose a 6-9 words that connect with what you are learning/going to read • Have the students write a prediction based on the words • Have the students share predictions • Have them read/experience the lesson • Have them review their predictions

  2. Key Word Prediction Literacy Motivation Learning Making Meaning Comprehension Engagement Cognition Strategies Understanding Vocabulary ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________

  3. Goals for Today • An introduction/reminder about what sound vocabulary instruction looks like • Highlighting the importance of vocabulary instruction • A number of engaging strategies to use in the classroom: key word notes, keyword prediction, connect two, vocabulary teaching • Time to apply these concepts to your teaching

  4. When you hear the word literacy, what comes to your mind?

  5. What is literacy? • “Eisner (1994) defines literacy as an individual’s ability to construct, create, and communicate meaning in many forms (e.g. written text, mathematical symbols, all forms of the arts).” Cooper and Jackson (2006) “Building Academic Success with Underachieving Adolescents” in Adolescent Literacy: Turning Promise into Practice

  6. Defining Reading Reading is: a social a cultural an emotional a developmental an interactive PROCESS!

  7. Reading is. . . Making meaning Comprehending Understanding Learning from text, handouts, Smart Board Presentations You’re already doing this!

  8. Sound (Literacy) Instruction

  9. Key Word Notes ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________

  10. Before Reading Goals(Frontloading Meaning) • Motivate and Engage! • Activate prior knowledge • Relate to students’ lives

  11. Before Reading Goals(Frontloading Meaning) • Preteach key vocabulary and concepts -- Rating Words • Prequestion, Predict, and Provide Purpose • Key Word Prediction

  12. Priming(Before Reading) • Motivate • Establish Purpose • Activate Prior Knowledge • Teach Key Vocabulary

  13. Pre-reading Strategy– Word Rating Rate the words 1,2 or 3. 1= I have never heard the word 2= I have heard the word 3= I have used the word 4= I own the word Vomer Enlightenment Popliteal Gefoojet Noop Balderdash Ramification Mike Graves, Univ of Minn

  14. Steve and Kate Stahl on the Importance of Vocabulary (2004) “Consider the power that a name gives a child. Now this is a table and that a chair. . . . Having a name for something means that one has some degree of control. . . . As children get more words, they get more control over their environment. . . . Language and reading both act as the tools of thought to bring representation to a new level and to allow the formation of new relationships and organizations. . . . To expand a child's vocabulary is to teach that child to think about the world.” Mike Graves, Univ of Minn

  15. wordle.net

  16. Some Types of Word Consciousness Activities • Creating a Word-Rich Environment • Recognizing and Promoting Adept Diction • Promoting Word Play • Fostering Word Consciousness Through Writing • Involving Students in Original Investigations • Teaching Students about Words (Graves & Watts-Taffe, 2007) Mike Graves, Univ of Minn

  17. What the research says about teaching vocabulary • Knowledge of word meaning is critical to success in creating meaning • A rich concept base matters • Children learn language through ordinary exposure and instruction • Students learn words through wide reading • Direct instruction of vocabulary works

  18. What we know from research • The kids who know more words do better in classes • Teaching vocabulary increases success with understanding lessons and reading • If we are going to close the achievement gap, we must close the gap that exists in vocabulary knowledge

  19. Students need explicit instruction in challenging vocabulary at all grade levels and in all content areas because it increases student achievement.

  20. Vocabulary and Concepts(KUD) • Concepts -- the goal is to help students learn the essential understandings. “U” • Vocabulary -- the goal is to help students learn words that are central to them understanding the concept. “K”

  21. Concept Development • students should master these “essential understanding” words to carry to the next unit and the next grade • recognize both examples and non-examples of the concept • be able to explain the concept in their own words or represent it in a way that demonstrates their grasp of what it is.

  22. Concept Words—the “must haves” • Prioritize: • “These are the five words you must know.” • “These are ten more words that would be beneficial to know.” • “Here are ten more words you may want to know.” Differentiatingoccurs naturally!

  23. Vocabulary Development • students should be explicitly taught the meaning of the word (as opposed to expecting them to learn it on their own or by just reading the text) • should also hear the word used in meaningful contexts as well as see it in print • should use the word themselves in meaningful and engaging ways that cement learning

  24. An Overture to the Commencement of a Very Rigid Journey My legal name is Alexander Perchov. But all of my many friends dub me Alex, because that is a more flaccid-to-utter version of my legal name. Mother dubs me Alexi-stop-spleening-me!, because I am always spleening her. If you want to know why I am always spleening her, it is because I am always elsewhere with friends, and disseminating so much currency, and performing so many things that can spleen a mother. Father used to dub me Shapka, for the fur hat I would don even in the summer month. He ceased dubbing me that because I ordered him to cease dubbing me that. It sounded boyish to me, and I have always thought of myself as very potent and generative. I have many many girls, believe me, and the all have different names for me. One dubs me Baby, not because I am a baby, but because she attend to me. Another dubs me All Night. Do you want to know why? I have a girl who dubs me dubs me Currency, because I disseminate so much currency around her. Jonathan Safran Foer

  25. Six-Steps for Teaching New TermsRobert Marzano method • First 3 steps – introduce and develop initial understanding. • Last 3 steps – shape and sharpen understanding.

  26. Step 1 • Provide a description, explanation, or example of new term. (Do not use a dictionary definition)

  27. Step 2 • Students restate explanation of new term in own words.

  28. Step 3 • Students create a nonlinguistic representation of term.

  29. Step 4 • Students periodically do activities that help add to knowledge of vocabulary terms.

  30. Step 4 Example Review Activity Solving Analogy Problems • One or two terms are missing. Please think about statements below, turn to your partner and provide terms that will complete following analogies. Boneis toskeletonaswordis to ______. Rhythm is to music as _____ is to _____.

  31. Vocabulary

  32. Jennifer’s Example

  33. Step 5 • Periodically students are asked to discuss terms with one another.

  34. Step 6 • Periodically students are involved in games that allow them to play with terms.

  35. Word Games- Fly Swatter • -add definitions or synonyms to concept (most important from a unit) words here—have students play game

  36. We know kids need to know words. A lot of words…

  37. Text Dependent –meaning of word is taken from a text(Roll of Thunder, Hear my Cry) • Research based technique from Michael Graves (University of Minnesota) exasperation What do you think this word means?

  38. exasperation “You keep it up and make us late for school, Mama’s gonna wear you out,” I threatened, pulling with exasperation at …my collar… Roll of Thunder, Hear My Cry, Mildred D. Taylor Now what do you think this word means?

  39. exasperation The teacher felt a wave of exasperation when the student refused to stop singing the lyrics to the inappropriate song. Now, what do you think this word means?

  40. Exasperation means • irritation • satisfaction • perspiration

  41. Exasperation means extreme irritation

  42. A modified “Connect Two” Students predict connections. Students read and check predictions. Students make correct connections— This can ALSO be used as an assessment..

  43. carbon dioxide outgassing geomythology density CameroonI think I can connect ______________to ______________because…

  44. The Process: Students predict connections. Students read and check predictions. Students make correct connections— this can be used as an assessment..

  45. To remember… • Sound literacy instruction includes before, during and after components • Select most essential, core words to teach explicitly • Vocabulary improves achievement in all content areas

  46. ?

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