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Unit 3: Vocabulary

Unit 3: Vocabulary. Session 1 Introduction to Vocabulary and Research. Next Generation Content Area Reading – Professional Development (NGCAR-PD). Why Teach Vocabulary?. National Reading Panel Vocabulary is crucial to the comprehension processes of a skilled reader

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Unit 3: Vocabulary

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  1. Unit 3: Vocabulary Session 1 Introduction to Vocabulary and Research Next Generation Content Area Reading – Professional Development (NGCAR-PD)

  2. Why Teach Vocabulary? • National Reading Panel • Vocabulary is crucial to the comprehension processes of a skilled reader • Reading ability and vocabulary size are related although a causal link between the two has not been demonstrated • Vocabulary and comprehension are inseparable

  3. What is Comprehensive Vocabulary Instruction? • Includes instruction on individual words. Instruction can assist students in learning specific words, improve comprehension of selections from which the words are taken, and show students the value of words. • Provides instruction in learning words independently since students learn much of their vocabulary on their own. • Emphasizes the importance of wide reading. • Promotes activities leading to word consciousness. If students are interested in words, value them, and find them intriguing they are likely to develop full and rich vocabularies. (Graves, Juel, & Graves, 2001)

  4. Why Teach Vocabulary Explicitly in Content Area Classes? • By providing students explicit instruction in vocabulary, teachers help them learn the meaning of new words and strengthen their independent skills of constructing the meaning of the text(Improving Adolescent Literacy: Effective Classroom and Intervention Practices, p. 11) • Vocabulary knowledge has shown a strong relationship to comprehension and students’ academic success (Baumann, Kame’enu, & Ash, 2003; Beck, McKeown, & Kucan, 2002) • Research has shown that integrating explicit vocabulary instruction into the existing curriculum of subject areas such as science or social studies enhanced students’ ability to acquire textbook vocabulary (Baumann et al. 2003; Bos and Anders ,1990).

  5. What does Effective Vocabulary Instruction Look Like? • Teach vocabulary words required for a specific text • Repeat and provide multiple exposures to vocabulary items • Provide learning in rich contexts • Restructure tasks as necessary • Provide engaging instruction for students • Utilize technology

  6. What does Effective Vocabulary Instruction Look Like? • Provides opportunities for students to acquire vocabulary incidentally • Uses a variety of methods to ensure optimal learning. Emphasis on multimedia aspects of learning, richness of context in which words are learned and number of exposures to words learners receive. (National Reading Panel Report p. 4-4)

  7. Teach Word Learning Strategies • Help students generalize their skills to a variety of new texts in multiple contexts • Include strategies for analyzing semantic, syntactic, or context clues including punctuation and signal words to derive the meaning of words by using prior knowledge and the context in which the word is presented (Improving Adolescent Literacy: Effective Classroom and Intervention Practices, p. 12) • Instruct students in use of glossaries, dictionaries, and online resources

  8. Word Study • Affixes are word parts that are “fixed to” either the beginnings of words (prefixes) or the ending of words (suffixes). The word disrespectful has two affixes, a prefix (dis-) and a suffix (-ful). • Base words are words from which many other words are formed. For example many words can be formed from the base word migrate: migration, migrant, immigration, immigrant, migrating, migratory. • Word rootsare the words from other languages that are the origin of many English words. About 60% of all English words have Latin or Greek origins.

  9. Word Parts Instructional Activity Handout 1

  10. Teaching Students to Use Punctuation to Define Words • Commas, dashes, and other punctuation, sometimes used in conjunction with signal words, may provide clues to the meanings of unknown words. • Examples: • To protect against the attacks of the Enlightenment, they waged a war of censorship, or restricting access to ideas and information. • Ballets and operas –plays set to music – were performed at royal courts. Handout 2, 3

  11. Using Context Clues as You Read • Read the Learning to Use Context Clues as You Read –Handout 2. • Look through your textbook and identify an example of words that can be defined through each of the means delineated in the handout. • At your tables, discuss how students can be taught to learn new words as they read using these methods. Handout 2

  12. Foster Word Consciousness • Create a word-rich environment (Blacholwicz & Fisher, 2000) • Model the use of vocabulary in the classroom in conversation and read alouds • Highlight skillful word use in content area texts • Encourage students to expand their range of word choices when they discuss and write (Graves, 2000; Beck et al., 2002; Graves & Watts-Taffe, 2002; Scott & Nagy, 2004)

  13. How to Teach Vocabulary • Dedicate a portion of regular classroom lessons to teach vocabulary • Teach words directly • Provide student friendly definitions • Teach word learning strategies • Using context clues • Using morphemes/roots/affixes • Use appropriate instructional routines

  14. Teach Words Directly • Provide student friendly definitions • Dictionaries often contain definitions that are not helpful to students, i.e. unanticipated – not anticipated • Provide students with opportunities to work with words • Use vocabulary notebooks • Participate in oral recitation • Use graphic displays of the relationships among words and concepts

  15. Professional Knowledge: Speaking the Same Language Vocabulary is skill & knowledge of word meanings, word relationships, and word use. Words have different structures (morphological, idiomatic, etc.) Morphological LA.(Gr 6-10).1.6.7: identify & understand the meaning of conceptually advanced prefixes, suffixes, & root words Idioms LA.(Gr 6-10).1.6.8: identify advanced . . . phrase . . . meanings L.A.(Gr 3-10).1.6.9: . . . words with multiple meanings . . .

  16. Professional Knowledge: Speaking the Same Language Vocabulary is skill & knowledge of word meanings, word relationships, and word use. Words have different relationships Semantic Relations LA.(Gr 3-10).1.6.4: categorize key vocabulary & identify salient features words LA.(Gr 6-10).1.6.6: distinguish denotative & connotative meanings of words (shades of meaning) L.A.(Gr 6-10).1.8.: identify advanced word/phrase relationships & their meanings. (antonyms, synonyms, homonyms, etc.) Syntactic Relations LA.(Gr 6-10).1.6.10: . . parts of speech . . .

  17. Professional Knowledge: Speaking the Same Language Vocabulary is skill & knowledge of word meanings, word relationships, and word use. Words are processed in different ways Morphemic Analysis LA.(Gr 6-10).1.6.10: determine meanings of words, pronunciation, parts of speech, etymologies . . . Use meanings of familiar word parts to determine meanings of unfamiliar complex words: • base/root words, • affixes (prefix/suffix Contextual Analysis L.A.(Gr 6-10).1.6.3: use context clues to determine meanings of unfamiliar words. LA.(Gr 6-10).1.6.6: distinguish denotative & connotative meanings of words (shades of meaning) L.A.(Gr3-10).1.6.9.: determine the correct meaning of words with multiple meanings in context. Multi-strategy Instruction Combining morphemic & contextual analysis produces powerful effects. - morphemic analysis to derive meaning - contextual analysis to infer meaning

  18. Professional Knowledge: Speaking the Same Language Students need to encounter words in multiple ways. Oral Words that we recognize and use in listening and speaking Print Words that we recognize and use in reading and writing Words are encountered in two forms Words are processed in two ways Receptive Receptive vocabulary includes words that we recognize when we hear or see them Productive Productive vocabulary includes words that we use when we speak or write Multiple exposures support student vocabulary development LA.(Grades 3-10).1.6.1: The student will use new vocabulary that is introduced and taught directly. LA.(Grades 3-10).1.6.2: The student will listen to, read, & discuss familiar & conceptually challenging text. LA.(Grades 3-10).1.6.3: The student will use context clues to determine meanings of unfamiliar words. LA.(Grades 3-10).1.6.5: The student will relate new vocabulary to familiar words. LA.(Grades 3-10).1.6.9: The student will determine the correct meaning of words with multiple meanings in context.

  19. Provide Intentional and Incidental Exposure to Words Through Read Alouds • Reading aloud provides students with a model of fluent reading and intentional exposure to academic language and discipline specific words • Reading aloud can be a catalyst for discussion of topics related to the content area • Reading aloud provides exposure to text that students cannot read on their own.

  20. Provide Intentional and Incidental Exposure to Words Through Read Alouds Focus on texts with academic language and content specific words. These can include: Interesting periodical/newspaper articles related to the topic of study Picture books Novels (teachers read a section each day) Articles from the internet Primary source documents Articles from the internet

  21. Use Words in Multiple Contexts • This ensures that students begin to acquire a range of productive meanings for the words they learn and the correct way to use those words in addition to being able to recognize them in print • Provide sufficient opportunities to use new vocabulary in a variety of contexts through the following: • Discussion • Writing • Extended Reading (Improving Adolescent Literacy: Effective Classroom and Intervention Practices, pg. 14)

  22. Provide Multiple Exposures to Words Through Extensive Wide Reading • A limited number of words can be taught; therefore many words must be learned through incidental contact – WIDE READING • Provide time for text reading and self-selected reading in class • Require students to read at least one book every two weeks • Require students to respond to text in writing • Facilitate discussion of reading to enhance comprehension

  23. Use Words in Multiple Contexts • Research suggests teachers can help students become independent vocabulary learners by: • Allowing sufficient practice in using new words; multiple exposures and use is paramount for students to remember the words. • Starting vocabulary instruction with the teacher defining and explaining the meaning of new words and building on students’ prior knowledge through class discussion. • Connecting ideas/vocabulary through discussion.

  24. Use Words in Multiple Contexts • Extended Text Discussion • Discussions centered around text with specific content and concepts with repeated word use are an integral part of the students’ disciplinary vocabulary. Saturating the students through a thorough discussion using the terms reinforces students’ conceptual and linguistic acquisition of target terms and phrases (Meskill & Anthony, 2004). • Extended text discussion with a focus on target words provides multiple, connected, interactive turns in conversation to facilitate the anchoring of language and concepts (Goldenberg and Patthey-Chavez, 1995).

  25. Use Words in Multiple Contexts • Text Based Discussion • Model the use of new vocabulary during discussion • Encourage students to use new vocabulary in their discourse • The Comprehension Instructional Sequence provides a framework for high quality discussion

  26. Use Words in Multiple Contexts • Writing • Student reading response logs (interactive notebook) • Student vocabulary notebooks • Graphic organizers used in conjunction with discussion • Vocabulary games (Boggle, Scrabble) Handout 1

  27. Examples of Vocabulary Notebooks

  28. Extended Reading • Use multiple texts • Provide several genres that address the topic of study, i.e. biographies, historical fiction, etc. that complement the textbook • Use paired texts to deepen understanding of vocabulary words and concepts related to the topic of study, i.e. a magazine or newspaper article that correlates to the textbook • Use text of various complexities: • Simple text for pleasure reading • Moderate to complex text for stretching student vocabulary

  29. Wrap Up • Review the importance of providing both intentional and incidental contact with words • Review some ways to provide students the opportunity to use words in multiple contexts

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