50 shades of
DESCRIPTION
50 Shades of. WORDS. KNOWLEDGE. Intentions. Meaning. CONTEXT. GREY. VOCABULARY. Adventures in vocabulary. Adventures in vocabulary. Seek. Experience. 2012 ABE Summer Institute Presenters: Sue Henkel Lynn Larson Diane Poquette Katie Wolverton -Maki. Explore. Welcome. - PowerPoint PPT PresentationTRANSCRIPT
50 Shades of
VOCABULARY
WORDSMeaningIntentionsCONTEXTGREY
KNOWLEDGE
ADVENTURES IN VOCABULARY
SEEK
EXPERIENCE
EXPLORE2012 ABE Summer Institute Presenters:Sue HenkelLynn LarsonDiane PoquetteKatie Wolverton-Maki
ADVENTURES IN VOCABULARY
Welcome
Introductions
Restrooms
Timeline
Objectives
Objectives
• Lead vocabulary instruction utilizing a variety of methods
• Expand students’ vocabulary knowledge and word relationships
• Create a vocabulary routine within your classroom
Free Parking Lot
Dr. Robert Marzano
Dr. Janet Allen Dr. Camille L. Z. Blachowicz
Dr. Kathy Ganske
Laurie Kagan & Dr. Spencer Kagan
Dr. Mary E. Curtis
Experts in Vocabulary Instruction
Explicit Instruction
• Explain what you will be doing and why you are doing it
• Model it• Provide multiple opportunities for guided practice
and feedback• Provide multiple opportunities for application• Revisit & reflect often*
According to Cook Counseling Center at Virginia Tech
• K-1 Children know between 5,000 to 10,000 words (depending on the exposure to language and early literacy)
• By grade 6, that number has doubled to 20,000 to 30,000• By grade 12, that number has doubled again to about 60, 000• The average college sophomore knows about 120,000 words
Tier 1-2-3 Words
(Averil Coxhead, 2000)
Tier 1: Basic Vocabulary
• pencil, book, apple• map, sad, blue
Tier 2: High
Frequency/Multiple Meani
ng
• evaluate, various, occur• compare, estimate,
candidate
Tier 3: Low
Frequency,
Content-
Specific
• photosynthesis, anarchy, veto
• mitosis, area, perimeter
Make and Take Word Cube Vocabulary Ring
Flip Book Graphic Organizers
Wordo Taboo Cards
Bang Word Chain
Knowledge is gained largely through words!
EXPLICIT INSTRUCTIONSTUDENT
ENGAGEMENTMULTIPLE OPPORTUNITIES
REFLECTION & REVIEWROUTINE, ROUTINE, ROUTINE
READ & WRITE REGULARLY
POWER of WORDS
E-ResourcesEducationoasis.coKaganonline.comMathwire.com Ncsall.netQuizlet.com Readwritethink.comSparklebox.co.uk Superduperinc.comSuperTeacherWorksheets.comVisuwords.com Vocabulary.comVocabularyCoach.com Vuw.ac.nz
Edhelper.com CharacterFirst.com Myvocabulary.com Smarttech.com Teachertube.com Vocabsushi.com Vocabulary.co.il Vocabularya-z.com Wordia.com Wordle.net
Wordsmith.org Wordthink.com
2011
2012
Allen, J. (1999) Words, words, words: teaching vocabulary in grades 4-12. Portland, ME: Stenhouse Publishers. www.janetallen.org Blachowicz, C. L. Best practices in vocabulary instruction. Scott Foresman Publishing. www.sfreading.com
Coxhead, A. (2000) "A new academic word list." TESOL Quarterly, 34(2), 213-238.
Curtis, M. E. and Longo, A. M. (May 1997) “Reversing reading failure in young adults.” Focus on Basics Connecting Research and Practice, Volume 1, Issue B. www.ncsall.net/?id=466
Ganske, J. (2000) Word journeys: assessment-guided phonics, spelling, and vocabulary instruction. New York, NY: The Guilford Press.
Kagan, S. (1994) Cooperative Learning. SanClemente, CA: Kagan Publishing. www.KaganOnline.com
Marzano, R. J., Pickering, D. J. (2005). Building academic vocabulary for student achievement: Teacher’s manual. Alexandria, VA: Association for Supervision and Curriculum Development. www.MarzanoResearch.com
One forgets words as one forgets names. One's vocabulary needs constant
fertilizing or it will die.
Evelyn Waugh
• Please complete exit ticket• You are free to browse our materials• Please leave your email address to receive our
instructional resource packet
WELL, HOW DID WE DO?
Thanks for playing!