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Developing High-Level Vocabulary

Developing High-Level Vocabulary. Through Fine Art Images, Photos, and Illustrations By Barbara Place. For More Information.

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Developing High-Level Vocabulary

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  1. Developing High-Level Vocabulary Through Fine Art Images, Photos, and Illustrations By Barbara Place

  2. For More Information • Please contact Barbara Place at bplace01@me.com if you would like any further information. This website can not hold my complete PowerPoint with all of the fine art images and images of real-world photos, but I’d be happy to send the PowerPoint to any people who are interested in my complete presentation.

  3. Topics • Key Research Findings • High-level Vocabulary • Why Images Are So Powerful • Practical Tips and Strategies • Research Findings on Method

  4. Key Research Findings • Vocabulary is the single biggest predictor of comprehension. • Oral language experiences are the most powerful way to develop vocabulary.

  5. Vocabulary Differences by age 3 • Higher SES: 30 million words/1,100 words • Working class homes: 20 million words/700 words • Lower SES: 10 million words/500 words

  6. Key Cognitive Research Findings • Rare, sophisticated words • Decontextualized Talk

  7. High-Level Vocabulary • Beyond High-Frequency Words • Academic Vocabulary • Tier 2 Vocabulary • Robust or Sophisticated Vocabulary • Rare Words

  8. Types of Vocabulary Words • Tier 1 • Tier 2 • Tier 3

  9. Why images are so powerful? • Low threshold for student entry • Neurological support for remembering vocabulary • Allows primary grade students to expand vocabulary • Provides practice with using “evidence” to support opinions

  10. The Power of Images • Our brains associate information with our five senses • Our brains are designed to catch visual information quickly

  11. Practical Tips and Strategies • Routine • Selecting Vocabulary • Connecting Vocabulary to Images • Involving All Students • Reviewing Previously Learned Vocabulary

  12. Routine • Open-ended Discussion • Introduction of vocabulary in context sentences • Repetition of new vocabulary • Repetition of previously learned vocabulary • Quick review of target vocabulary

  13. Selecting Vocabulary • Generative Words (prefixes, suffixes, and root words) • Instructional Potential (interact, elaborate, colossal, congested, inhabitant, masterpiece) • Conceptual Understanding (impenetrable, innovate, nostaligia)

  14. Connecting Vocabulary to Images • Memorable Words • Images that expand students’ prior knowledge • FOCUS ON MEANING

  15. Involving All Students • Introduce words in a context sentence • Have all students repeat the word or sentence • Thumbs up or thumbs down questions • Yes or no questions • Either-or questions • Provide open-ended questions about the images

  16. Reviewing Vocabulary • Keep a list of vocabulary • Include natural opportunities for students to use the word. • Provide sentence frames

  17. Additional Gains • Student Engagement • Student Confidence

  18. Research Findings • Retention of target vocabulary • Improved comprehension • Improved ability to use context clues • Improved overall vocabulary

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