What are Words Worth? Vocabulary Instruction Worth Its Weight in Gold

1. What are Words Worth?Vocabulary Instruction Worth Its Weight in Gold Presented by District Literacy Leadership Team

2. 4 Components of an Effective Vocabulary Program • Wide and extensive reading to expand word knowledge, • Instruction in specific words to enhance comprehension of texts containing those words, • Instruction in independent word-learning strategies, and • Word consciousness and word play activities to motivate and enhance learning. Michael Graves, 2000

3. How do students build their vocabulary? • Wide and Extensive Reading • Morphemic Analysis (word parts) • Contextual Analysis • Dictionary Use • Cognate Analysis (ELL) (chocolatte/chocolate)

4. Explicit Vocabulary Instruction Vocabulary instruction is embedded within the instructional routine for reading and follows a before, during and after reading format.

5. Before Reading Instruction • Archer’s Instructional Routine for Vocabulary • Marzano’s Building Academic Vocabulary-Steps 1-3 • Beck’s Questioning Strategies Activities • Frayer Model • Semantic Mapping • Word and Concept Sorts

6. During Reading Instruction • Model strategy use • Monitor/support student strategy use • Providing affirmative and corrective feedback Activities • Word Analysis • Context Clues • Vocabulary Tree Map • Dictionary

7. After Reading Instruction • Marzano’s Building Academic Vocabulary-Steps 4-6 • Beck’s Questioning Strategies Activities • Frayer Model • Semantic Mapping • Word and Concept Sorts

8. Reading Aloud • Students retain more vocabulary when the teacher explains critical vocabulary terms in context during the reading. • Reading a book several times leads to more word learning than reading several books once each.

9. Reading Aloud "The single most important activity for building the knowledge required for eventual success in reading is reading aloud to children." Becoming a Nation of Readers (1985)

10. Vocabulary Instruction Direct teaching of vocabulary can help improve comprehension when we follow these guidelines (Cooper, 1993): • A few critical words are taught. • The words are taught in a meaningful context. (including nonlinguistic representations) • Students relate the new words to their background knowledge. • Students are exposed to the words multiple times.

11. What are exemplary strategies for vocabulary instruction?

12. TAKE A LOOK Vocabulary Strategies

13. BeforeReadingStrategies

14. Background Knowledge The relationship between vocabulary knowledge and background knowledge is explicit in research. (Nagy & Herman, 1984; Marzano, 2004; Hart & Risley, 1995)

15. Organizing Words Into Categories

16. Word Sorts temperature barometer hurricanes meteorologist cold front

17. Word Sorts temperature hurricanes barometer meteorologist cold front • Provide students with a set of vocabulary word cards (related to a specific concept or topic). • Work in groups to sort the words into categories. • Encourage students to find more than one category for the vocabulary words. • Students then discuss with teacher & peers their rationale for categorizing words.

18. Concept Circles Assessment: Westward Movement Describe the meaning and relationships between and among the words in the sections of the concept circles. hunting food trail terrain learning disease hardship wagon Traveling west had many hardships. One of the many hardships were diseases that the people had without medical help. Wagons would need to hold many delicacies. For instance, food you’d need to eat and live on were carried in them. The trails could have bad terrain, or could be all flat. Hunting was important and learning how to hunt for buffalo, elk, deer, and birds was learned while on the trail and served as good food for all.

19. Concept Circles Assessment: Circulatory System Describe the meaning and relationships between and among the words in the sections of the concept circles. (Which word does NOT belong?) carbon dioxide Large intestines Blood Heart Oxygen Veins Salivary Glands Arteries ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

20. Concept Maps

21. Schwartz & Raphael, 1985 What is it? What is it like? To move regularly from one region to another moving around relocating migrate traveling people working for seasonal jobs birds Nomads What are some examples?

22. Word Map What is it like? What is it? Fence What are some examples?

23. Word Map What is it like? What is it? Culture What are some examples?

24. Word Map What is it like? What is it? Disease What are some examples?

25. Your Turn

26. Frayer Diagram 1 Definition Characteristics An extreme state of agitation. Stress, anxiety, tension, hostility, Tears, physical symptoms SWIVET First, last week of school. Sitting on the porch reading Bubble bath Unexpected guests for dinner Lounging by the pool Four projects due Examples Non-Examples

27. Frayer Diagram Definition Characteristics What is a Noun? Examples Non-Examples

28. Fryer Model Visual Representation Term sphere Personal Association Definition My ball is the shape of a sphere. A round 3-D shape sphere

29. Frayer Model(Frayer, Frederick, & Klausmeier, 1969) Content for this example taken from Baron & Heideima, (2002) Teaching Reading in the Content Areas (Supplement), McRel. Characteristics Definition • Group • Like animals • Clustered a congregation of wild animals herd Examples Non-Examples

30. Frayer Model (Frayer, Frederick, & Klausmeier, 1969) Content for this example taken from Baron & Heideima, (2002) Teaching Reading in the Content Areas (Supplement), McRel. Definition Characteristics • 2 is the only even prime number • 0 and 1 are not prime • Every whole number can be written as a product of primes A whole number with exactly two divisors (factors) Prime Examples Non-Examples 2, 3, 5, 7, 11, 13, 17, . . . 1, 4, 6, 8, 9, 10. . .

31. Your Turn

32. Contextual Redefinition Work with a group to make predictions for definitions of each of the following words. The words included here are found in Notes on the Space We Take. Remember that some words which look familiar will probably have new meanings in this context.

33. During Reading Strategies

34. Semantic Feature Analysis

35. Semantic Feature Analysis

36. Your Turn

37. After Reading Strategies

38. VVWA (Verbal & Visual Word Association) Readence, Bean, & Baldwin, 2001 Term Visual Representation humidity Personal Association Definition a degree of wetness especially of the atmosphere

39. Vocabulary Notebooks • Students keep a log or journal to record what they are learning • Teacher provides a concept or word. • Students write quickly & spontaneously (free write/quick write) everything they know about the word. • Peer and/or teacher response.

40. Concept Circles Which word does not belong? Rectangle Hexagon Cone Trapezoid Why? ___________________________________________________

41. Concept Circles Which word does not belong? Cuba Hawaii England Japan Why? ___________________________________________________

42. racism stereotyping Church bombing violence Concept: Civil Rights Movement

43. Migrant Dust Bowl Hobo Hoovervilles Concept: The Depression

45. 4-2-1 summarizer (TPR) Four Two One Rogers, et.al (1999). Motivation and Learning. . .

46. Vocabulary Development Concept Circles Concept Sorts Presented by The District Literacy Team November 28, 2012

47. Vocabulary Development “In our teaching, how can we ensure that there is sufficient intensity and frequency of exposure for concept and vocabulary learning?” Bear, D. Concept Sorts and Vocabulary Learning. Retrieved November 19, 2012, from http://www.vocablog-plc.blogspot.com

48. Concept Circles and Concept Sorts: Strategies Before and After Organize ideas +Think critically about relationships between words + Interact and discuss vocabulary =Deeper conceptual understanding of vocabulary and concepts

49. What are Concept Circles? • Concept Circles are circles with words placed in sections of the circle. • Concept Circles are used for a variety of instructional and assessment purposes.

50. How Do Concept Circles Work? • Gives students the opportunity to categorize words and justify the connections between and among words. • Each section of the circle contains a word or phrase that you would like your students to think, talk, and or write about.