1 / 20

Maine Reading First Course

Maine Reading First Course. Session #14 Vocabulary Instruction. Key Learning Goals Session 9 Vocabulary Instruction.

luisah
Download Presentation

Maine Reading First Course

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Maine Reading First Course Session #14 Vocabulary Instruction Maine Department of Education 2006

  2. Key Learning GoalsSession 9Vocabulary Instruction • To enable class participants to transform their theoretical understandings into classroom practices that support vocabulary development in students, including the use of the following instructional strategies: • Indirect methods (daily oral conversations, listening to stories read aloud, and independent reading) • Direct methods (teaching specific words before reading, use of dictionaries and other reference aids, use of word structure information, use of analogy, use of context clues, and repeated exposure to vocabulary in many contexts) • Selection of materials for read alouds, shared reading, guided reading, and independent reading that expands students’ vocabulary Maine Department of Education 2006

  3. What Does Scientifically Based Research Tell Us About Vocabulary Instruction?(NRP, 2000) • Most vocabulary is learned indirectly. • Some vocabulary must be taught directly. Maine Department of Education 2006

  4. Indirect Word Learning(NRP, 2000) Children learn word meanings indirectly in three ways: • Engagement in oral language • Listening to adults read to them • Reading extensively on their own Maine Department of Education 2006

  5. Direct Instruction for Word Learning(NRP, 2000) • Providing students with specific word instruction • Teaching specific words before reading • Extended instruction that promotes active engagement with vocabulary • Repeated exposure to vocabulary in many contexts • Teaching students word-learning strategies • Using dictionaries and other reference aids • Using word parts • Using context clues Maine Department of Education 2006

  6. Changing Emphasis of Five Essential Elements Maine Department of Education 2006

  7. Vocabulary Curriculum MapKindergarten Maine Department of Education 2006

  8. Vocabulary Curriculum MapGrade 1 Maine Department of Education 2006

  9. Vocabulary Curriculum MapGrade 2 Maine Department of Education 2006

  10. Vocabulary Curriculum MapGrade 3 Maine Department of Education 2006

  11. Challenges of Vocabulary Instruction(Beck, McKeown, Kucan, 2002) • Words are learned from context, but…. context may reveal a lot or a little about a word’s meaning. Context clues fall along a continuum. • Misdirective • Nondirective • General • Directive Maine Department of Education 2006

  12. Challenges of Vocabulary Instruction(Beck, McKeown, Kucan, 2002) • School-age children are learning words, but…… Many at-risk or struggling readers do not learn enough words a day to help make them proficient. A figure of 7 words per day is a good goal. Maine Department of Education 2006

  13. Challenges of Vocabulary Instruction(Beck, McKeown, Kucan, 2002) • There are too many words to teach, but…… it is critical to recognize that not all words need the same attention. Consider a literature person’s vocabulary being composed of three tiers. • Tier 1: Basic words learned without attention • Tier 2: High frequency words commonly used and found across many contexts • Tier 3: Low frequency words that are not commonly used, except in specific domains Tier 2 words require the greatest focus for direct instruction. Maine Department of Education 2006

  14. Identifying Tier Two Words(Beck, McKeown, Kucan, 2002) • Importance and Utility • Instructional Potential • Conceptual Understanding Maine Department of Education 2006

  15. Guidelines for Teaching Vocabulary(Bromley, 2002) • Connect prior knowledge • Share metacognitive knowledge • Actively engage students in a variety of experiences with words • Create a word-rich environment • Don’t fall into the “Pre-Teaching” trap • Apply strategies across the curriculum • Teach strategies for independence • Share the benefits of learning words Maine Department of Education 2006

  16. Who is Responsible for Teaching Vocabulary?(LINKS, 2002) • Every teacher is responsible. • Vocabulary instruction should be an integral part of all instruction because every discipline has specialized vocabulary. Maine Department of Education 2006

  17. Considerations for Students with Language Disabilities and/or Diversity • Choose stories that reflect children’s diverse cultures and communities. • Consider the length of stories. • Talk about personal experiences related to the book. • Review key vocabulary words and their meanings. • Tell the story (summarize) before reading it. • Encourage children to participate in discussions so they orally use new words. Maine Department of Education 2006

  18. Instructional Strategies for Vocabulary • Read Alouds • Book Walks • Word Association Strategies • Knowledge Rating Charts • Contextual Redefinition • Categorization Strategies • Word Relatedness Strategies • Word Learning Games • Semantic Mapping Maine Department of Education 2006

  19. ABC Summary A____ N____ B____ O____ C ____ P ____ D ____ Q ____ E ____ R ____ F ____ S ____ G ____ T ____ H ____ U ____ I ____ V ____ J ____ W ____ K ____ X ____ L ____ Y ____ M ____ Z ____ Maine Department of Education 2006

  20. 3—2—1 • 3—things worth remembering • 2—things to learn more about • 1—burning question Maine Department of Education 2006

More Related