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Vital Vocabulary Instruction: Your Life Line to Content Area Comprehension

Vital Vocabulary Instruction: Your Life Line to Content Area Comprehension. Presented by Jamea Elzy and Michelle Wrona. Opening Activity: Open the envelope on your table and empty its contents. Follow directions on the envelope. Work with a partner if you like.

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Vital Vocabulary Instruction: Your Life Line to Content Area Comprehension

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  1. Vital Vocabulary Instruction: Your Life Line to Content Area Comprehension Presented by Jamea Elzy and Michelle Wrona

  2. Opening Activity: Open the envelope on your table and empty its contents. Follow directions on the envelope. Work with a partner if you like. When you are done, flag one of us down to check your answers!

  3. Objectives At the end of the session, participants will be able to: • understand how active learning strategies increase student understanding of content area vocabulary • gain practical examples of resources and strategies to use in content areas.

  4. Tried, but not so true vocabulary strategies: Definition Copying Context Clues

  5. Utilizes the lowest levels of cognitive processing from Bloom’s Taxonomy Fail to develop relational knowledge (Blachowicz & Fisher, 1996). Why those strategies aren’t successful:

  6. True but Less Tried Vocabulary instruction should involve students in deep processing of words (Irvin, 1990) More active engagement on the part of students Higher level cognitive processing in the sense of Bloom's Taxonomy.

  7. Strategies We’ll Be Talking About: • Connect Two • Word Sorts • Vocabulary Knowledge Rating • Word Webs

  8. This vocabulary strategy allows them to connect words that they may have slight knowledge of or have never heard of to words they already know. Strategy #1: Connect Two

  9. Connect Two • Benefits: • Students learn vocabulary best by connecting new words to their existing schema. • Provides teacher with formative assessment. • Higher level thinking

  10. Strategy #2: Word Sorts What is it? • An active learning strategy that requires students to think critically about the relationships between words or concepts. • An activity that requires students to classify. • A before, during, or after learning activity. Different Types of Sorts: Words and Definitions Word with Example Categorize

  11. Geometry Word Sort Pop Quiz: What type of sort is this?

  12. Word Sorts Tips for Creating Word Sorts: Focus on key vocabulary Laminate so you can keep them FOREVER! Make the categories a different font or style to avoid confusion OR have the students create their own categories Keep width and length of sort pieces consistent Color coded sets Keep the table as a key

  13. Now Take Some Time to Reflect… How can you use Connect Two or Word Sorts in the next few weeks? What terms from your curriculum would work best with these strategies?

  14. Strategy #3: Vocabulary Knowledge Rating • Beck and McKeown (1988) argue that “‘word knowledge is not an all or nothing proposition. Words may be known at different levels” (as cited in Allen, 1999, p. 6). • Stages of word knowledge: • Stage Four: students know the word and can use it comfortably • Stage Three: students know the word but rely on context to define it • Stage Two: students have seen the word but do not know the definition • Stage One: students have never encountered the word before • (Beck et al., 2002: Dale, 1965).

  15. Vocabulary Knowledge Rating Continued Benefits : • requires students to access their prior knowledge • word consciousness: "an awareness of an interest in words and their meanings…[which] involves both a cognitive and an affective stance towards words” (Graves,2009 p. 7). • Helps students make an emotional connection (Spranger) • allows students to preview or predict • works as a formative assessment Note: this strategy is used WITH your normal vocabulary instruction

  16. Strategy #4:Word Webs • Students should learn specific roots, prefixes, and suffixes (Beers, 2003). • It is better if the word part is chosen from a word in context. Word

  17. Word Webs Continued How to teach word parts: • Choose which word part you want your students to study Ex. Multi • Write it in the center of the web • Under the word part, write its definition (KISS) Ex. many • Write an example word that you provide that uses that word part Ex. Multilingual • Under that word, students write its definition using the KISS definition Ex. Speaking many languages • In the branches of the web, students write other words that use that root and define using KISS definition

  18. Intervention Options Connect Two, Word Sorts, and Word Webs, can be used for a student who may need additional support.

  19. Additional References Scholarly Journals: Phillips, D., Foote, C. J., & Harper, L. J. (2008). STRATEGIES FOR EFFECTIVE VOCABULARY INSTRUCTION. Reading Improvement, 45(2), 62-68. Ebbers, S. M., & Denton, C. A. (2008). A Root Awakening: Vocabulary Instruction for Older Students with Reading Difficulties. Learning Disabilities Research & Practice (Blackwell Publishing Limited), 23(2), 90-102. doi:10.1111/j.1540-5826.2008.00267.x Book Titles: When Kids Can’t Read by Kylene Beers 50 Content Area Strategies for Adolescent Literacy by Fisher, Brozo, Frey, and Ivey

  20. Identify a course in which you plan to use one or more of these strategies. • What unit of study from this course will you focus on?

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