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VOCABULARY- Making Words Stick Barb De Graaf barb.degraaf@grrec.ky.gov www.barbdegraaf.com. Learning Targets. Understand characteristics of effective vocabulary instruction. Apply a six-step process for direct instruction in vocabulary.
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VOCABULARY- Making Words Stick Barb De Graaf barb.degraaf@grrec.ky.gov www.barbdegraaf.com
Learning Targets • Understand characteristics of effective vocabulary instruction. • Apply a six-step process for direct instruction in vocabulary.
Standard 6L.CCR.6: Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression. • L.K.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts. • L.1.6 …including using frequently occurring conjunctions to signal simple relationships (e.g., because). • L.2.6 …including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy). • L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them). • L.4.6 …including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation). • L.5.6 …including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition). • L.6.6, L7.6, L8.6 …gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. • L.9-10.6, L11-12.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Recognizing the need to teach vocabulary is important……. But HOW you teach vocabulary makes all the difference in a student’s actual word acquisition.
Selecting Words to Teach • Three Tiers of Words – Usefulness of words • Tier –One • Basic words that rarely require instruction in school. • Tier-Two Academic Vocabulary • Occur frequently in language, are central to comprehension, and are understood by most mature language users. • The best candidates for explicit instruction. • Tier-Three – Domain Specific Vocabulary • Low-frequency “specialized” words. Teach these as needed. Beck, McKeown, and Kucan, 2002
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What Words Should be Taught? • Importantwords- for understanding a concept or the text • Usefulwords- those that students are likely to see again and again • Difficultwords- those with multiple meanings and idiomatic expressions
“Show and Go” Words Words that you can quickly show by: Pantomine, pretending, acting out Pointing to object Fast sketch or drawing Picture Quickly show what the word means then go right on with the rest of the lesson
Daily Classroom Instruction for Vocabulary Marzano’s Six-Step Approach
Marzano’s Six Steps • For The Teacher – Direct Instruction Tointroduce and develop initial understanding. • Step 1: The teacher will give a description, explanation, or example of the new term. • Step 2: The teacher will ask the learner to give a description, explanation, or example of the new term in his/her own words. • Step 3: The teacher will ask the learner to draw a picture, symbol, or locate a graphic to represent the new term. • For the Learner – Practice Toshape and sharpen understanding. • Step 4: The learner will participate in activities that provide more knowledge of the words in their vocabulary notebooks. • Step 5: The learner will discuss the term with other learners. • Step 6: The learner will participate in games that provide more reinforcement of the new term. • http://jc-schools.net/tutorials/vocab/strategies.html
Robert Marzano, a guru of vocabulary instruction, tells us that the bright kids need about 4 exposures to a word to own it, average students need about 14, and our struggling students need at least 40. How can we expose our students to words this often? There are so many words and there is never enough time.
Step 1 The teacher provides a description, explanation or example of the new term.
In addition, there are hundreds of thousands of smaller objects in space. These include everything from pieces of plastic to flecks of paint.
Step 2 Students restate the explanation of the new term in their own words. Longman online dictionary http://www.ldoceonline.com/
Step 3 Students create a nonlinguistic representation of the term.
Step 4 Students periodically engage in activities that help them add to their knowledge of vocabulary terms.
Review Activity Solving Analogy Problems • One or two terms are missing. Please think about statements below, turn to your elbow partner and provide terms that will complete following analogies. Inchis toruleraswordis to ______. Decibel is to sound as _____ is to _____.
Step 5 Frequently have students discuss important terms with one another.
“Talk a Mile a Minute” Activity • Teams of 3-4 • Designate a “talker” for each round. • Try to get team to say each word by quickly describing them. • May not use words in category title or rhyming words.
Step 6 Periodically engage students in games that allow them to play with the terms. Games
Vocabulary CharadesGame Activity • Please stand. • Using your arms, legs, and bodies, show the meaning of each term below: • radius • diameter • circumference
Activities to directly teach vocabulary: www.fcrr.org
What We Know from Research Students develop vocabulary through: explicit vocabulary instruction wide reading • reading a lot (time) • reading different types/levels of text • fiction and non-fiction • read-alouds • focusing on specific words and their meanings • teaching independent word learning strategies
The Power of Wide Reading • Reading 14 minutes a day means reading over 1,000,000 words a year. • Preschool or children’s books expose you to more challenging vocabulary than prime-time-television. • Children should hear texts read to them that is three years above their age.
Develop Word Consciousness • Awareness of words • Enjoyment of words • Playing with words • Interest in words • Appreciation of words • Satisfaction in using words well
Reflect on Vocabulary Instruction • 1 idea that “squares” with my thinking….. • 2 questions that are “circling” in my head…. • 3 points to remember and use in my classroom...
