improving academic vocabulary in intermediate and secondary classes 1
TRANSCRIPT
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Improving Academic Vocabulary
InIntermediate and
Secondary Classes
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Improving Academic Vocabulary
Anita L. Archer, PHD
Author, Consultant, [email protected]
The content of this presentation is expanded in Chapter 3 of the following book:Archer, A., & Hughes, C. (2011). Explicit Instruction: Effective and Efficient
Teaching. NY: Guilford Publications.
Videos that support this training can be found on: www.explicitinstruction.org
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Long Term Goal
By the end of high school, college-ready students will need to acquire about 80,000 words. (Hirsh, 2003)
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Topics
•Importance of Vocabulary•Components of a Vocabulary Program•Quality Classroom Vocabulary•Explicit Vocabulary Instruction•Vocabulary Practice Activities•Word Learning Strategies•Word Consciousness•Assessment Formats•Vocabulary Resources
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Dynamic Vocabulary Program (Graves, 2006)
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Types of Words (Beck & McKeown, 1985; Beck, McKeown & Omanson, 1987; Beck, McKeown & Kucan,
2002)
• Tier One - Basic words• Most frequent words in language
• Students acquire on their own.
• Examples: chair, bed, happy, house
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Types of Words
• Tier Two – General Academic Vocabulary• Less likely to be learned independently• Used across domains• Includes suitcase Words
• Examples: analyze, interpret, summarize, evaluate, determine, demonstrate, compare, contrast
• concentrate, absurd, fortunate, relieved, dignity, convenient, observation, persistence
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Types of Words • Tier Three - Domain Specific Academic Vocabulary
• Low frequency words• Limited to a specific domain • Critical for content area understanding and growth
• Examples by domain
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Types of Words • Tier Three - Rare words limited to a specific domain Domain Specific Academic Vocabulary
Language Arts
exposition folktale rhetoric
rising action declarative sentence
diction
falling action dependent clause syntax
resolution idiom parallelism
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Types of Words • Tier Three - Rare words limited to a specific domain Domain Specific Academic Vocabulary
Math
array median line segment
estimate mode endpoints
equivalent perimeter ray
median parallel intersect
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Types of Words • Tier Three - Rare words limited to a specific domain Domain Specific Academic Vocabulary
Health
nutrition fitness development
balanced diet reproduction virus
sanitary puberty infection
physical activity heredity diseases
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Types of Words • Tier Three - Rare words limited to a specific domain Domain Specific Academic Vocabulary
Social Studies
consumer natural resources revolution
customs region continent
environment democracy veto
geography treaty interdependence
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Types of Words • Tier Three - Rare words limited to a specific domain Domain Specific Academic Vocabulary
Science
ecosystem rock cycle mitosis
habitat states of matter metaphase
organism water cycle anaphase
forces mass telephase
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Types of Words
• Tier Three - Rare words limited to a specific domain Domain Specific Academic Vocabulary
Visual Arts Music PE
illustrate crescendo posture
focal point diminuendo balance
still life accent cardiovascular
linear perspective
fortissimo warm up
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Explicit InstructionWord Learning Strategies
•Determine or clarify the meaning of a word using:
• Context Clues• Parts of Words (Roots, Prefixes,
Suffixes)• Reference Sources
Explicit InstructionWord Learning Strategies
•Determine or clarify the meaning of a word using:
• Context Clues• Parts of Words (Roots, Prefixes,
Suffixes)• Reference Sources
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Language Enriched Classroom
•Student Language•Teacher Language•Independent Reading
Language Enriched Classroom
•Student Language•Teacher Language•Independent Reading
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Word Consciousness
•Curiosity Interest Motivation
•Fueled by all other aspects of Vocabulary Instruction
•Expanded with study of figurative language (Similes, Metaphors, Idioms)
Word Consciousness
•Curiosity Interest Motivation
•Fueled by all other aspects of Vocabulary Instruction
•Expanded with study of figurative language (Similes, Metaphors, Idioms)
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Importance of Vocabulary Instruction
• Receptive Language• Reading Comprehension• Listening Comprehension
• Expressive Language • Writing• Speaking
• Overall Reading Achievement • Overall School Success
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Vocabulary GapStudents enter school with different levels of vocabulary. (Hart and Risley, 1995)
Cumulative Vocabulary (Age 4)
Children from professional families 1100 words
Children from working class families 700 words
Children from welfare families 500 words
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Vocabulary GapMeaningful differences in cumulative
experiences (Hart & Risley, 1995)
Words heard per hour
Words heard in a 100-hour week
Words heard in 5,200 hour year
3 years
Welfare 620 62,000 3 million 10 million
Working Class
1,250 125,000 6 million 20 million
Professional 2,150 215,000 11 million 30 million
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Vocabulary Gap
Children who enter school with limited vocabulary knowledge grow more discrepant over time from their peers who have rich vocabulary knowledge.
(Baker, Simmons, & Kame’enui, 1997)
• The number of words students learn varies greatly.
• 2 versus 8 words per day• 750 versus 3000 words per year
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Vocabulary Gap
• Gap in word knowledge persists though the elementary years. (White, Graves, & Slater, 1990)
• The vocabulary gap between struggling readers and proficient readers grows each year. (Stanovich, 1986)
• For English Language Learners, the “achievement gap” is primarily a vocabulary gap. (Carlo, et al., 2004)
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Conclusion
• To close the vocabulary gap, vocabulary acquisition must be accelerated through intentional explicit instruction.
• Vocabulary instruction must be a focus in all classes in all grades.
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Conclusion
• Words are all we have to:•
• Express emotions• Express ideas • Learn new concepts• Develop background knowledge for
future learning• Collaborate with others
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Agree/Disagree Why
Vocabulary should be intentionally taught in all grades in all domains.
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Components of a Vocabulary Program
• High-quality Classroom language (Dickinson,
Cote, & Smith, 1993)
• Explicit Vocabulary Instruction (Baker, Kame’enui, &
Simmons, 1998; Baumann, Kame’enui, & Ash, 2003; Beck & McKeown, 1991; Beck, McKeown, & Kucan, 2002; Biemiller, 2004; Marzano, 2004;Pang & Jenkins, 1978; Paribakht & Wesche, 1997; Stahl, 1983)
• Word-Learning Strategies (Buikima & Graves, 1993;
Edwards, Font, Baumann, & Boland, 2004; Graves, 2004; White, Sowell, & Yanagihara, 1989)
• Wide Independent Reading (Anderson & Nagy, 1992;
Cunningham & Stanovich, 1998; Herman, Anderson, Pearson, & Nagy, 1981; Herman & Anderson, 1995; Nagy, Anderson, & Herman, 1987; Sternberg, 1987)
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High Quality Classroom LanguageUse high quality vocabulary (college vocabulary) in the classroom. To ensure understanding,
Directly tell students the meaning of words.• “Don’t procrastinate on your project. Procrastinate
means to put off doing something.”
Pair in the meaning of the word by using parallel language and synonyms.
• “Let’s analyze this equation. Let’s figure it out.”
• “What was the significance of this incident..this event?”
• “We need to differentiate..tell the differences.. between external and internal character problems.”
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Explicit Vocabulary Instruction
• “direct vocabulary instruction has an impressive track record of improving students’ background knowledge and comprehension of academic content” Marzano, 2001, p. 69
• .97 effect size for direct teaching of vocabulary related to content Stahl & Fairbanks, 1986
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Narrative Informative Text
Vocabulary in narrative text
Vocabulary in informative text
Concept knownWord unknown
Concept unknownWord unknown
Once in passage Multiple uses in passage
Vocabulary words unrelated Vocabulary words related
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Explicit Vocabulary Instruction
• Sources of words for vocabulary instruction• WORDS from core language arts programs• WORDS from reading intervention programs• WORDS from content area instruction
• Language Arts• Math• Science• Social studies• Health• Consumer Science• Technology • Art• Music• Drama• PE• ROTC
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Selection of Vocabulary
• Limit number of words given in depth instruction to 4 to 5 words. (Robb, 2003)
(Additional words can be given “light touch.”)
• Select words that are unknown.
• Select words that are critical to passage understanding.
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Selection of Vocabulary
Select words that students are likely to use in the future. (Stahl, 1986)
•General academic vocabulary – Words used in many domains. (suitcase words) Examples: contrast, analyze, observe, evidence, theory
•Application of general academic vocabulary differs across domains (Hyland & Tse, 2007; Fisher & Blachowicz, 2013)
Math – Analyze givens, constraints, and relationships in problem
Science – Analyze and interpret dataEnglish – Analyze how author develops character
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Selection of Vocabulary
• Domain-specific vocabulary that provides background knowledge
Examples: tariff, acute angle, foreshadowing
• When possible, teach clusters of words that are meaningfully related. Math: angles, acute, right, obtuse, straight, reflexScience: cell, nucleus, cytophasa, mitochondrion, vacuole, cell membrane, cell wall, chromosomeSocial Studies: colony, ethnic group, migration, society,
settlement, settler
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Selection of Vocabulary
• Select difficult words that need interpretation.• Words not defined within the text• Words with abstract referent• Words with an unknown concept
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Selection of Vocabulary - Summary
Select a limited number of words.Select words that are unknown.Select words critical to passage understanding.Select words that can be used in the future. Select difficult words that need interpretation.
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Selection of Words for Explicit Vocabulary Instruction (Narrative Text)
The Family Under the Bridge by Natalie Savage CarlsonFifth Graders reading Chapter 1
monsieur hyacinths fastidious
cathedral fragile loitering
cowered oleanders roguish
hidey-hole gratitude adventure
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Selection of Words for Explicit Vocabulary Instruction (Narrative Text)
Reading Level: Eighth Grade Passage: Breaker’s BridgeSeries: Prentice Hall Words: *Selected for instruction in manual.
obstacle* district amplify
writhing* gorge imperial
piers* miniature emerged
executioner* defeated insult
immortals* desperation deposited
emperor supervising deadline
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Selection - Vocabulary
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Text: American Journey Chapter 11, Section 1
Publisher: Glencoe Jacksonian Democracy
favorite son majority plurality mudslinging
landslide nominating convention
tariff suffrage
nullify secede
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Selection - Vocabulary
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Text: My World Chapter 4, Section 3
Publisher: Pearson Central America and the
Caribbean Today* carnival * Santeria * diaspora *microcredit
* ecotourism indigenous democracy parliamentary
system
dictatorship free-trade
agreements
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Additional Hints
• Teach the easiest member of the word family and transfer the meaning to the word in the text.
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Word in Text Teach this Word
piteously pity
desperation desperate
employability
commonality
abstractedness
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Additional Hints
• If the students already have a word relative in their vocabulary, relate the new word to the known word.
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Word Relative Known
Relate known to new word found in text
execute executioner
mini miniature
amplifiers amplify
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Organize words for Instruction
• Order words in list to stress relationships between words.
• Group words into semantic clusters to create a scheme. (Marzano & Marzano, 1988; Wixson, 1986)
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Group Words
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Rocks
Igneous Rocks
Sedimentary Rocks
Metamorphic Rocks
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Rocks
Igneous Rocks
Sedimentary Rocks
Metamorphic Rocks
• rocks • formed when
melted rock material cools and hardens
• rocks• made of bits of
matter joined together
• rocks• formed under
heat and pressure
• from another kind of rock
• a naturally formed solid • in the crust• made of up of one or
more kinds of minerals
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Student-friendly Explanations
• Dictionary Definition• compulsory - (1) Employing compulsion;
coercive. (2) Required by law or other rule.
• Student-Friendly Explanation • Uses known words. • Is easy to understand.
• When something is compulsory, it is required and you must do it.
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On-line Dictionaries withStudent-friendly Explanations
Collins Cobuild Dictionary of American Englishhttp://www.collinslanguage.com/free-online-cobuild-ESL-dictionarydictionary.reverso.net/english/cobuild
Longman’shttp://www.ldoceonline.com(Longman’s Dictionary of Contemporary English Online)
Heinle’s http://www.nhd.heinle17e.com/home.aspx(Heinle’s Newbury Dictionary for American English)
Merriam Webster’shttp://www.learnersdictionary.com
(Pronunciation assistance: www.howjsay.com)
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Explicit Instruction General Academic
Vocabulary
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Vocabulary Instructional Routine
Step 1: Introduce the word.
Step 2: Introduce the word’s meaning.
Step 3: Illustrate the word with examples. (and non-examples when helpful)
Step 4: Check students’ understanding.
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Instructional RoutineStep 1. Introduce the word.
a) Show the word on the screen.b) Read the word and have the students repeat the word.
If the word is difficult to pronounce or unfamiliar have the students repeat the word a number of times or say the parts of the word as they tap.
Introduce the word with me.
This word is compulsory. What word?compulsory Tap and say the parts in compulsory. com pul sor y Compulsory is an adjective.
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Instructional Routine (continued)
Step 2. Introduce meaning of word. Option # 1. Present a student-friendly explanation.
a) Tell students the explanation. ORb) Have them read the explanation with you.
Present the definition with me.
When something is compulsory, it is required and you must do it. So, if it is required and you must do it, it is____________.
compulsory
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Instructional Routine (continued)
Step 2. Introduce meaning of word. Option # 2. Have students locate the definition in
the glossary or text.a) Students locate the word in the glossary or text.b) Students break the definition into the critical attributes (parts). ORc) The teacher presents the attributes of the word’s definition.
Glossary Entry: An essay is a short nonfiction work about a particular subject. Most essays have a single major focus and a clear introduction, body, and conclusion.
Essayo Shorto Nonfiction worko Particular subjecto Clear introduction, body, and conclusion
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Instructional Routine (continued)
Step 2. Introduce meaning of word. Option # 3. Introduce the word using the
morphographs in the word.
autobiography auto = selfbio = lifegraph = letters, words, or pictures
If the students are Spanish speakers, guides students to utilize cognates.
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Instructional Routine (continued)
Step 3. Illustrate the word with examples. a) Concrete examples
a) Concrete objectb) Action – Acting out words after they are explicitly defined enhances word
learning. (Silverman, 2007).
b) Visual examplesc) Verbal examples
(Also discuss when the term might be used and who might use the term.)
Present these examples with me.
Coming to school as 8th graders is compulsory.
Stopping at a stop sign when driving is compulsory.
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Instructional Routine (continued)
Step 4. Check students’ understanding. Option #1. Ask deep processing questions.
Check students’ understanding with me.
Why do you think something becomes compulsory?
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Instructional Routine (continued)
Step 4. Check students’ understanding.Option #2. Have students discern betweenexamples and non-examples.
Check students’ understanding with me.
Is going to school in 9th grade compulsory? Yes
How do you know it is compulsory? It is required.
Is going to college when you are 25 compulsory? no
Why is it not compulsory? It is not required. You get to choose
to go to college.
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Instructional Routine (continued)
Step 4. Check students’ understanding.Option #3. Have students generate their ownexamples.
Check students’ understanding with me.
There are many things at this school that arecompulsory? Think of as many things as you can.
Talk with your partner. See how many thingsyou can think of that are compulsory.
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Explicit Instruction Domain-Specific
Academic Vocabulary
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Instructional Routine
Step 1. Introduce the word.a) Show the word on the screen.b) Read the word and have the students repeat the word.
If the word is difficult to pronounce or unfamiliar have the students repeat the word a number of times or say the parts of the word as they tap.
Introduce the word with me.
This word is suffrage. What word? suffrage Tap and say the parts of the word. suf frage Read the word by parts. suf frage What word? suffrageSuffrage is a noun.
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Instructional Routine (continued)
Step 2. Introduce meaning of word. Option # 1. Present a student-friendly explanation.
a) Tell students the explanation. OR
b) Have them read the explanation with you.
Present the definition with me.
When someone has suffrage, they have
the right to vote in an election.
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Instructional Routine (continued)
Step 2. Introduce meaning of word. Option # 2. Have students locate the definition in
the glossary or text and break the definition into the critical attributes. ORPresent the definition using critical attributes.
Glossary: Suffrage - the right to vote
suffrage- the right - to vote
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Instructional Routine (continued)
Step 2. Introduce meaning of word. Option # 3. Introduce the word using the meaningful
parts in the word.
autobiography auto = selfbio = lifegraph = letters, words, or pictures
hydroelectricityhydro = water
telescopetele = distantscope = look at
NOTE: 88% of key science words have Spanish cognates; 1/2 are high frequency words in Spanish
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Vocabulary
Recommended resource for science teachers
The Sourcebook for Teaching Science byNorman Herr
Chapter 1, Building a Scientific Vocabularycontains lists of roots, prefixes, suffixes by science domain
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Instructional Routine (continued)
Step 3. Illustrate the word with examples.
a. Concrete examples
- objects- acting out
a. Visual examplesb. Verbal examples
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Instructional Routine (continued)
Suffrage Examples
When the United States was founded only white men with property had suffrage.
At the time of the American Civil War, most white men had been granted suffrage.
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Instructional Routine (continued)
Suffrage Examples
In 1920, women were granted suffrage. The passage of the Nineteenth Amendment granted women the right to vote in all United States elections.
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Instructional Routine (continued)
Suffrage Examples
The Voting Rights Act of 1965 outlawed discriminatory voting practices that denied suffrage to many African Americans in the United States.
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Instructional Routine (continued)
Step 4. Check students’ understanding. Option #1. Ask deep processing questions.
Check students’ understanding with me.
Why is suffrage a critical aspect of a democracy? Begin by saying or writing:
Suffrage is a critical aspect of democracy for the following reasons. First, ____________
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Instructional Routine (continued)
Step 4. Check students’ understanding.Option #2. Have students discernbetween examples and non-examples.
Check students’ understanding with me.
Tell me suffrage or not suffrage.
The right to run for elected office. not suffrage Why not?The right to vote. suffrage Why?The right to develop ads for a candidate. not suffrage Why not?
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Instructional Routine (continued)
Step 4. Check students’ understanding.Option #3. Have students generate their own examples.
Check students’ understanding with me.
Make a list of ways that suffrage could be limited or compromised.
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Instructional Routine (continued)
suffrage noun
suffragist noun
In 1917, all women in the United States did not have suffrage, the right to vote. Suffragists in New York City collected more than a million signatures of women demanding voting rights. They then paraded down Firth Avenue with the signature placards.
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Instructional Routine (continued)
(Displayed on the screen.)
parallel adj
•two lines • equal distance from each other•will not intersect
1. Introduce the word.
• This word is parallel. What word? parallelTap and say the syllables in parallel.
• Again. • What word? parallel • Write the word parallel in your
log. (Circulate and monitor.)
•
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Instructional Routine (continued)
(Displayed on the screen.)
parallel adj
•two lines • equal distant from
each other•will not intersect
2. Introduce the word’s meaning .
• Let’s read the parts of the definition. - two lines - equal distance from each other- will not intersect • When we have two lines that are equal
distant from each other and will never intersect, we say the lines are _________. parallel
• List the parts of the definition in your math log.
•
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Instructional Routine (continued)
3. Illustrate with examples and non-examples.
These two lines are parallel. They are equal distant from each other and will never intersect.
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Instructional Routine (continued)
3. Illustrate with examples and non-examples.
These two lines are not parallel. They are not equal distant from each other and intersect.
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3. Illustrate with examples and non-examples.
These two lines are not parallel. They are not equal distant from each other and will intersect.
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3. Illustrate with examples and non-examples.
Hold your arms straight up so that your arms are parallel.
Now hold your arms in front of you so that your arms are parallel.
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3. Illustrate with examples and non-examples.
Hold your arms above your head. Make them not parallel.
Now hold your arms in front of you so that your arms are not parallel.
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4. Check students’ understanding using examples and non-examples.
Agree/Disagree/Why
These lines are parallel.
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4. Check students’ understanding using examples and non-examples.
Agree/Disagree/Why
These lines are parallel.
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4. Check students’ understanding using examples and non-examples.
4. Check students’ understanding.Have students generate examples and non-examples.
Make a T chart. Label the columns parallel and not parallel. Add examples and non-examples of parallel and not parallel. (Model by drawing a t-chart and adding labels.)
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Example T Chart• Parallel Not Parallel
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Vocabulary Instructional Routine
Step 1: Introduce the word.
Step 2: Introduce the word’s meaning.
Step 3: Illustrate the word with examples. (and non-examples when helpful)
Step 4: Check students’ understanding.
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Practice 1
• Displayed on screen.
• migrate • 1. Introduce the word.• This word is migrate. What
word? migrate• Tap and say the syllables in
migrate. mi grate• Again. mi grate• What word? migrate
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Practice 1
• Displayed on screen.
• migrate
2. Introduce the word’s meaning.• Present a student-friendly explanation.• When birds or other animals move from one
place to another at a certain time each year, they migrate. (Move your hand from one place to another to symbolize migrate. Have students do the action with the word migrate.)
So if birds move from one place to a new place in the winter or spring, we say the birds _____________. migrate
• Animals usually migrate to find a warmer place to live or to get food. When animals migrate, they move a long distance.
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Practice 1
• 3. Illustrate the word with examples. • Sandhill Cranes fly from the North to the
South so they can live in a warmer place.
• Sandhill Cranes __________________. migrate
• The wildebeests of Africa move to a new place so that they can find water and grass.
• Wildebeests _________________. migrate
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Practice 1
4. Check students’ understanding. (Deep processing question.)
• Why do we say that birds who fly from tree to tree during the day don’t migrate?
• Why do we say that birds who fly from Canada to Mexico when it gets cold migrate?
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Practice 2
• Displayed on screen.
• survive
1. Introduce the word.
This word is survive. What word? survive
Tap and say the syllables in survive. sur vive
Again. sur vive
What word? survive
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Practice 2
• Displayed on screen.
• survive
2. Introduce the word’s meaning.Present a student-friendly explanation.
•
When people or animals don’t die when things are very bad or dangerous, they survive.
So when people or animals don’t die when things are very bad or dangerous, they __________. survive
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Practice 2
• 3. Illustrate the word with
examples.
• These people are paddling down a rapid river. Their trip is very dangerous. However, they don’t get hurt or die, they __________.
• survive
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Practice 2
• 3. Illustrate the word with
examples.
• While the hurricane winds destroyed houses, cars, and stores, these residents did _______________. survive
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Practice 24. Check students’ understanding.• (Examples and Non-Examples) • If the winter was very cold and all food was buried under
snow, would whooping cranes survive? _______ no • Ones, tell your partner why they wouldn’t survive. Begin by
saying: The whooping cranes would not survive because___.
• If the whooping cranes had plenty of food and the weather was warm, would they survive? _____ yes
Twos, tell your partner why they would survive. Begin by saying: The whooping cranes would survive because ________.
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Practice 2 (Displayed on screen. See next slide for teacher
instruction.)
• Word Family – Extensionsurvive
• survived• survival• survivors •
Most animals did not survive the force of this forest fire. These elk survived the dangerous flames by escaping into a nearby river. Their survival was a miracle. They were some of the only survivors.
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Practice 2
• (Teacher instruction.)
• Let’s learn additional words in the “survive” word family. Notice that the words have similar spellings and meanings.
• Echo read the words.• survive survive• survived survived
survival survival• survivors survivors
I am going to read. When I stop, say the next word. (Read and discuss the paragraph.)
95
• (Displayed on screen.)• Word Family – Extension
survive• survived• survival• survivors •
Most animals did not survive the force of this forest fire. These elk survived the dangerous flames by escaping into a nearby river. Their survival was a miracle. They were some of the only survivors.
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Practice 3
• Displayed on screen.
• classify v
1. Introduce the word.
This word is classify. What word?
classify
Tap and say the syllables. class i fy
Again. class i fy
What word? classify
Classify is a verb, an action word.
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Practice 3
• Displayed on screen.
• classify v 2. Introduce the word’s meaning.•
Present a student-friendly explanation.
• To classify things means to divide them into groups or types so that things with similar characteristics are in the same group.
• When you divide things into groups or types, you _______________. classify
• Items in the group have similar characteristics.
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Practice 3
• Displayed on screen.
• classify v
• synonyms• categorize• group• sort • order
2. Introduce the word’s meaning.
•Echo read the synonyms for classify.
• categorize categorize • group group• sort sort• order order
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Step 3: Illustrate the word with examples. (and non-examples when helpful)
• You could classify vehicles into these three groups: vehicles that travel by land, vehicles that travel by air, vehicles that travel by sea.
Ones, tell your partner a vehicle in each group. (Pause) Twos, tell your partner a vehicle in each group.
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Step 3: Illustrate the word with examples. (and non-examples when helpful)
• We can classify rocks as igneous rock, sedimentary rock, and metamorphic rock. (Point to each type of rock.)
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Practice 3• Step 4: Check students’ understanding.
• We can classify animals with backbones (vertebrates) into groups. For example, one group would be birds.
• With your partner, list other groups with similar characteristics that could be used to classify animals. (Circulate and monitor. Record and share the students’ ideas.)
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Practice 3 Word Family
• classify• classifying• classified• classification
• In science, we classify things into groups based on similar characteristics. When classifying vertebrates, similar body traits are used. Vertebrates can be classified into these groups: mammals, birds, reptiles, amphibians, and fish. Classification is an important part of science studies.
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Practice 3(Displayed on screen.) (Teacher instruction.)
• classify• classifying• classified• classification
• In science, we classify things into groups based on similar characteristics. When classifying vertebrates, similar body traits are used. Vertebrates can be classified into these groups: mammals, birds, reptiles, amphibians, and fish. Classification is an important part of science studies.
• These words are in the “classify” word family. Echo read the words.
• classify classify• classifying classifying• classified classified• classification classification
• I will read this paragraph. When I stop, say the next word.
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Practice 4
• Displayed on screen.
• abundant adj
1. Introduce the word.This word is abundant. What
word? abundantTap and say the syllables. a bun
dantAgain. a bun dantWhat word? abundant
Abundant is an adjective. Abundant describes a noun.
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Practice 4
• Displayed on screen.
• abundant 2. Introduce the word’s meaning.•
Present a student-friendly explanation.
• When there is plenty of something, there is an abundant amount. So, if you have plenty of something, you have an amount that is ________. abundant
• When you have a lot of something, there is an abundant amount. So, if you have a lot of something, you have an amount that is ___. abundant
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Practice 4
• Displayed on screen.
• abundant• synonyms • a lot• plentiful• bountiful
• antonyms• not enough• scarce
2. Introduce the word’s meaning.•
Echo read the synonyms for abundant.
• a lot a lotplentiful plentiful
• bountiful bountiful
• Echo read the antonyms for abundant.
• not enough not enough• scarce scarce
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Practice 4
• 3. Illustrate the word with examples.
• This store has an abundant supply of canned food.
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3. Illustrate with examples.
abundant pencils not abundant
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3. Illustrate with examples.
abundant hats not abundant
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Practice 4 • 4. Check Students’ understanding.• (examples and non-examples)
• Get read to tell me if this would be abundant . Say abundant or not.
• If you had 2 pencils for the school year? Not• If you had 40 pencils for the school year? Abundant• If your class had 800 books? Abundant • If the class had 8 books? Not• If the family had enough food for one day? Not• If the family had enough food for 3 months? Abundant
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Practice 4 Check students’ understanding.
• We would all like an abundant supply of some things. Make a list of things that you want in abundance. (Circulate and monitor. Record and share students’ ideas.)
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Practice 5
(Displayed on the screen.)
fossil n•any remains or imprint •of living things•of the past
1. Introduce the word.
• This word is fossil. What word? fossil
• Fossil is a noun, a thing. • Write the word fossil in you
science journal. (Circulate and monitor.)
•
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Practice 5
(Displayed on the screen.)
fossil n•any remains or imprint •of living things•of the past
2. Introduce the word’s meaning .
• Let’s read the parts of the definition. - any remains or imprint - of living things - of the past
• When we have the remains of an ancient living thing, we have a ________. fossil
• List the parts of the definition in your science journal. (Circulate and Monitor)
•
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Practice 53. Illustrate with examples and non-examples.
This is a fossil. The image of an ancient fish is imprinted on this material.
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Practice 53. Illustrate with examples and non-examples
This is not a fossil. This fish is living, not dead. There are no remains of a fish from the past.
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Practice 53. Illustrate with examples and non-examples.
This is a fossil. The remains (skeleton) of this ancient dinosaur is a fossil.
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Practice 53. Illustrate with examples and non-examples.
This shell is a fossil. The image of a shell from the past is imprinted in this material. This shell was once part of a living animal.
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Practice 53. Illustrate with examples and non-examples.
This ancient sword is NOT a fossil. The sword is not a living thing.
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Practice 5
4. Check students’ understanding.
Agree/Disagree/Why This leaf is a
fossil.
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Practice 5
4. Check students’ understanding.
Agree/Disagree/Why This leaf is a
fossil.
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Practice 5
4. Check students’ understanding.
Agree/Disagree/Why This is a fossil.
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Practice 5
4. Check students’ understanding.
Draw a picture of a fossil in your science journal.
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Vocabulary Instructional Routine
Step 1: Introduce the word.
Step 2: Introduce the word’s meaning.
Step 3: Illustrate the word with examples. (and non-examples when helpful)
Step 4: Check students’ understanding.
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Vocabulary Instruction - Extensions
1. Introduce the part of speech.
2. Introduce synonyms (same) and/or antonyms (opposite).
3. Tell students when and where the word is often used.
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Vocabulary Instruction - Extensions
4. When appropriate, introduce the history or origin of the word.
5. Introduce other words in the same word family.
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Vocabulary Instruction - ExtensionsRemember: After a word has been taught, introduce students to the
word relatives.
conformconformsconformedconformingconformityconformistnon-conformistnon-conformingnon-conformity
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Vocabulary Logs
• What can be recorded on a vocabulary log?• Word• Meaning in their own words OR• Critical attributes • Any of these options
• A sentence to illustrate the word’s meaning• Examples and non-examples• An illustration (quick draw)
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Word Walls• Create a word wall in your classroom
• Post a reminder of the context.• Copy of the cover of the read-aloud book• Copy of the first page in the story• The topic in science or social studies
• Post the vocabulary words.• Incorporate the words into your classroom language.• Encourage students to us the words when speaking and
writing.
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Making it StickProviding Appropriate Practice
“It is virtually impossible to become proficient at a mental task without extended practice.” (Willingham, 2009)
Frequency of exposures to the word and its meaning strongly predicts word learning. (Harris, Golinkoff, Hirsh-Pasek, 2011)
“Use it or lose it.” Unknown
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Purpose and Benefits of Practice
• Protects against forgetting (retention, maintenance)
• Improves transfer (generalization)
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Types of Practice
• Initial Practice
• Distributed Practice
• Cumulative Review
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Initial Practice
• Initial Practice occurs under watchful eye of the teacher.
• Provide numerous practice opportunities within the teacher-directed lesson to build accuracy.
• Provide immediate feedback after each item.
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Distributed or Spaced Practice
• Studying or practicing a skill in short sessions overtime
• Distributing practice overtime (versus massing practice in one session) aids retention.
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Cumulative Review • Provide intentional review of previously taught
vocabulary.
• Goal is to increase long-term retention.
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Vocabulary practice should:
• Provide multiple exposures to the word, its meaning, and its use in different contexts.
• Be engaging.• Involve deep processing. • Require a minimal amount of
preparation.
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Practice Activities
1.Answer questions
2.Categorize or sort words
3.Practice involving writing
4.Complete Word Map (Graphic)
5.Games
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Example Practice Activity - Word Association Ask questions
Present a number of words.1. representative 2. socialism 3. reform 4.
revolution 5. tributary Play… I am thinking of a word……
“I am thinking of a word that goes with river.”
“I am thinking of a word that refers to a person that takes ideas to the government.”
“I am thinking of a word that means a change.”
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Example Practice Activity-Word Association – Challenging Ask Questions
• Present a number of words.1. concentrate 2. relieved 3. enemy 4. impressed 5. absurd 6.educated
• Play… Select a word. Defend your choice.
“What word goes best with the word humor. Tell your partner and defend your choice.”
“What word goes best with a game. Tell your partner and defend your choice.”
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Example Practice Activity -Yes/No/Why Ask questions
1. Do territories that are possessions have autonomy?
2. Can incidents cause compassion?
3. Do people always comply with their obligations?
(Beck, Perfetti, & McKeown, 1982; Curtis & Longo, 1997) Items taken from REWARDS PLUS, Sopris West.
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Example Practice Activity -
Completion Activity Ask Questions
1. confine: to hold or keep in; to limit; imprison; restrict
Things that can be confined are ______________________________________________________________.
2. persistent: refusing to give up; determined
I was very persistent when ____________.3. dispersal: send off in different directions
At school dispersal might involve_______.4. globalization: condition when something spreads across the world
Today, globalization involves thedispersal of ________________________.
(Curtis & Longo, 1997)
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Example Practice Activity - Odd Word Out (Rasinski, Padak, Nelson, Nelson, 2007 Word Sorting
Read the four words. With your partner determine which word doesn’t fit with the
other words. Generate all possible ways to eliminate a word.
humiliate emancipate
abuse cruelty
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Example Practice Activity - Word Pairs (Stahl & Kapinus, 200l) Sort Words
Word Pair Same Opposite Go Together
No Relationship
nomad -wanderer
nomad- settler
desert-city
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Example Practice Activity - Word Sorts (Gillett & Temple, 1983)
Word Bank
Senators House Laws
Justices Senate Constitution
Vice president Congress Unconstitutional
President Supreme Court Declare war
Representatives Agriculture Department Amend Constitution
Cabinet Defense Department Collect Taxes
Departments District Courts Veto Bills
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Example Practice Activity - Word Sorts (Gillett & Temple, 1983)
Legislative Branch Executive Branch Judicial Branch
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Example Practice Activity -Semantic Mapping - Structured(Heimlich & Pittelman) Word Sorting
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Example Practice Activity -Semantic Mapping (Heimlich & Pittelman) Word Sorting
Directions:1. Have students brainstorm words that come to
mind when given a target word.2. Have students brainstorm possible categories
for the words.3. Have students arrange brainstorm words in
categories.
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Example Practice Activity-
Sentence Substitution Writing
1. In mythology, we will study the origin of many common words.
2. The events are in chronological order.
3. The Titans caused a great tumult in the skies.
(Lively, August, Carlo, & Snow, 2003)
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Example Practice Activity-“Meaningful Sentence” Writing (adapted from Success for All)
• Students write a sentence answering three to four of these questions:
who, what, when, where, why, how• Not OK
It was meager.• OK
At the end of the month, our dinners were meager because we had little money.
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Word Map Example
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Word Map Example
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Practice Activities - Games
Card games • Students make decks of cards with vocabulary term and
synonym or definition.• Play using format of popular games.
• Go Fish• Concentration• Old Maid
Other games can be used to review vocabulary• Jeopardy• Charades• Pictionary
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Word-Learning Strategies
• Use of context clues.• Use of meaning parts of the word.
• Prefixes• Suffixes• Roots• Base words
• Use of dictionary, glossary, or other resource.
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Word-Learning Strategies - Use of context clues
• Teach students to use context clues to determine the meaning of unknown vocabulary. (Baumann, Edwards, Boland, Olejnik, & Glopper, 1998; Gipe & Arnold, 1979; Kame’enui, 2003; )
• If a student reads 100 unfamiliar words in print, he/she will only learn between 5 to 15 words. Thus, we can not depend on learning words from context as the sole method for vocabulary attainment. (Nagy, Hermann, & Anderson, 1985; Swanborn & de Glopper, 1999)
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Word Learning Strategies-Use of context clues
Context Clues1.Read the sentence in which the unknown word occurs for clues as to the word’s meaning.2.Read the surrounding sentences for clues as to the word’s meaning.3.Look at the parts of the word (prefixes, roots, suffixes) . 4.Ask yourself, “What might the word mean?”5.Try the possible meaning in the sentence.6.Ask yourself, “Does it make sense?”
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Word Learning Strategies-Use of context clues
Look. Before, at, and after the word.
Reason. Connect what you know with
what the author has written.
Predict a possible meaning.
Resolve or redo.
Decide if you know enough, should try again, or consult an expert or reference.
(Blachowicz & Fisher, 2010)
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Word Learning Strategies -Prefixes
• Elements attached to beginning of English words that alter meaning.
• Prefixes are useful because they are• used in many words,• consistently spelled,• easy to identify,• clear in meaning. (Graves, 2004)
• Teach very common prefixes. Un, re, in, and dis found in 58% of prefixed words.
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The Most Common Prefixes in English
Prefix Meaning % of prefixed words Examples
un not; opposite 26% uncover, unlock, unsafe
re again; back 14% rewrite, reread, return
in/im/ir/il not; into 11% incorrect, insert, inexpensive, illegal, irregular, inability
dis away, apart, negative 7% discover, discontent, distrust
en/em cause to 4% enjoy, endure, enlighten, entail
mis wrong; bad 3% mistake, misread, misspell, misbehave
pre before 3% prevent, pretest, preplan
pro in favor of 1% protect, profess, provide, process
a not; in, on, without 1% atypical, anemia, anonymous, apolitical, apathy
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Word Learning Strategies -Suffixes• Elements attached to ending of English words.
• Can change the part of the speech or the meaning.
• Focus on common derivational suffixes.• able, ful, less, ness, or
• Introduce the suffix and use to determine the meaning of a number of words (ful -helpful, truthful, mouthful, joyful).
• But not always! grateful
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Most Common Suffixes in English
Suffix Meaning %of prefixed words
Examples
s, esplural
more than one 31% movies, wishes, hats, amendments
ed past tense
in the past 20% walked, jumped, helped
ingpresent tense
In the present 14% walking, jumping, helping
lyadverb
how something is 7% quickly, fearfully, easily, happily, majestically, nonchalantly
er,ornoun
one who, what/that/which 4% teacher, tailor, conductor, boxer, baker, survivor, orator
ion, tion, sionnoun
state, quality; act 4% action, erosion, vision, invitation, conclusion, condemnation
able, ibleadjective
able to be, can be done 2% comfortable, likable, enjoyable, solvable, sensible, incredible
al, ialadjective
related to, like 1% fatal, cordial, structural, territorial, categorical
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Word Learning Strategies Roots (Greek and Latin Roots)
• When teaching a word with a Greek or Latin root, use it as an opportunity to introduce the meaning of the root. Introduce the root within the target word and then expand to other words.
Example: hydroelectricity“This word is hydroelectricity.”“The first part of the word is hydro. Hydro is a root that means water.So in this chapter the word hydroelectricity refers to electricityproduced by the movement of water.”“Let’s look at some other words that include hydro.”
dehydration hydraulichydroplane hydroelectrichydrophone hydrophobia
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Common Latin and Greek Roots
aqua water Greek aquarium, aqueduct, aquaculture, aquamarine, aquaplane, aquatic
aud hearing Latin audio, audition, audiovisual, auditorium, audiotape, inaudible
auto self Greek autograph, autobiography, automobile, autocrat, autonomy
astro star Greek astronomy, astrophysics, astrology, astronaut, astronomer, asterisk
biblio book Greek Bible, bibliography, bibliophobia, bibliophile, biblioklept
bio life Greek biography, biology,autobiography, bionic, biotic, antibiotic, biome, bioshere, biometrics
chrono time Greek synchronize, chronology,chronic, chronicle, anachronism
corp body Latin corpse, corporation, corps,incorporate, corporeal, corpulence
demo the people Greek democracy, demography,epidemic, demotic, endemic, pandemic
dic, dict speak, tell Latin dictate, dictation, diction, dictator, verdict, predict, contradict, benediction, jurisdiction, predict, indict, edict
dorm sleep Latin dormant, dormitory, dormer, dormouse, dormition, dormitive
geo earth Greek geology, geologist, geometry, geography, geographer, geopolitical, geothermal, geocentric
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Common Latin and Greek Rootsgraph to write, to draw Greek autograph, biography, photograph, telegraph, lithograph
hydro water Greek hydroplane, dehydrate, hydroelectric, hydrogen, hydrophone
ject throw Latin reject, deject, project, inject, injection, projection
logos, logy study Greek geology, astrology, biology, numerology, zoology, technology, psychology, anthropology, mythology
luna moon Latin lunar, lunacy, lunatic, interlunar
meter measure Greek meter, thermometer, diameter, geometry, optometry, barometer, centimeter, symmetry, voltammeter
mega great, large, big Greek megaphone,megalith, megalomania, megatons, megalopolis
min small, little Latin minimal, minimize, minimum, mini, miniature, minuscule, minute, minority
mit, mis send Latin mission, transmit, transmission, remit, missile,submission, permit, emit, emissary
path feeling, suffering Greek pathetic, pathology, apathy, antipathy, sympathy, telepathy, empathy, sociopath
ped foot Latin pedestrian, pedal, peddle, peddler, pedicure, pedometer
philia love, friendship Greek philosopher, Philadelphia, philanthropist, philharmonic, Philip
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Common Latin and Greek Roots
phono sound Greek phonograph, microphone, symphony, telephone, phonogram, megaphone, phony, euphony, xylophone, phony,
photo light Greek photograph, photosynthesis, telephoto, photometer, photophilia
port carry Latin port, transport, transportation, portable, portage, report
spect see Latin respect, inspection, inspector, spectator, spectacles,prospect
scope look at Greek microscope, telescope, periscope, kaleidoscope, episcopal
sol sun Latin solar, solar system, solstice, solarium, parasol
struct build, form
Latin instruct, instruction, construction, reconstruction, destruct, destruction, infrastructure, construe, instrument, instrumental
tele distant Greek telephone, television,telegraph, telephoto, telescope, telepathy, telethon, telegenic
terra land Latin territory, terrestrial, terrace, terrarium, extraterrestrial, Mediterranean Sea, terra cotta, subterranean
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Word Learning Strategies-Word Families
• A group of words related in meaning. (Nagy & Anderson, 1984)
• If you know the meaning of one family member, you can infer the meaning of related words.
enthusiasm collect educateenthusiastic collecting educatedenthusiastically collection education
collector educator
imperial predict communicate evaluateImperialism prediction communicated evaluatingimperialistic predictable communicating evaluation
predictability communicationunpredictableunpredictability
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Word Learning Strategies -Word Families
• Word Familyeducateeducatededucationeducator
• Introduce the words in relationship to each other.
“Teachers teach you how to read and write. They educate you. When youlearn to read and write, you are educated. In school, you get an education.A teacher is an educator.”
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Word Learning Strategies -Use of glossary/dictionaryGlossary/Dictionary
1. Locate the unknown word in the glossary or the dictionary.
2. Read each definition and select the best one.
3. Try the possible meaning in the sentence.
4. Ask yourself, “Does it make sense?”
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Word Consciousness
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Word consciousness - an interest in and awareness of words
Word consciousness can be developed through• Academic language used in the classroom• Explicit instruction on vocabulary terms • Well designed practice activities• Word-learning strategy instruction• Word Play
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Word Consciousness - Word Play(Johnson, Johnson, & Schlichting, 2004)
Onomastics = study of names• First names/Surnames• Eponyms - Word named after a person. Alzheimer’s
Disease, Douglas Fir, watt after James Watt• Aptronyms - Name appropriate to person’s
occupation. Doctors - Dr. Caire, Dr. Michael Cure; Teacher - Ms. Smart
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Word Consciousness - Word Play(Johnson, Johnson, & Schlichting, 2004)
Onomastics = study of names
• Demonyms - Word for people who live in a place. Oregon, Oregonians; Demark, Dane; Wisconsin, Wisconsinite
• Toponyms - Word named after a place. Island of Sardinia, sardines; Battle of Magenta, magenta
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Word Consciousness - Word Play(Johnson, Johnson, & Schlichting, 2004)
Onomastics = study of names
• Unusual Names of Cities and Towns. Charm, Ohio; Remote, Oregon; Riddle, Idaho
• Odonyms - Street Names. Strange Street, Pirate Road, Jolly Street
• Anemonyms - Names of Storms. Katrina, Camille
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Word Consciousness - Word Play(Johnson, Johnson, & Schlichting, 2004)
Onomastics = study of names
• Nicknames - Red, Frog, Willie, Cuddles, Kissy Face• Pen Names - William Sydney Porter - O. Henry; Agatha
Mary Clarisa Miller - Agatha Christie• Store Names - Shear Perfection, Clip Joint, Cut Up
Shop
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Word Consciousness - Word Play
Expressions• Idioms (can’t be understood by the meaning of individual words)
• Cut to the chase.• Dropping like flies.• Last but not least.• Knock on wood.
• Proverbs - (short saying that offers guidance on how to live)
• As you sow, so shall you reap.• A bird in hand is worth two in bush.• Every cloud has a silver lining.
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Word Consciousness - Word Play Expressions• Slang - loser, knockout, cram, couch potato, cushy, bum
rap, junk food, a no-no
• Catchphrases - (a phrase that has caught on) Are we having fun yet?
• Slogans - Coca Cola • 2005 Make it real.• 2007 The coke side of life
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Word Consciousness - Word Play
Word formations -• Acronyms
• SARS - Severe Acute Respiratory Syndrome• CD - Compact Disc• AA - Alcoholics Anonymous• CIA - Central Intelligence Agency
• Portmanteaus• Motel = motor + hotel• Smog = smoke + fog
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Word Consciousness - Word Play
Word Manipulations• anagrams (formed by rearranging the letters of another word)
• read - dear• rose – sore
• palindromes (read the same forward and backward)
• mom• radar• nun• eye• toot
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Wide Independent Reading• “The best way to foster vocabulary growth is to promote wide reading.”
(Anderson, 1992)
• “….it must be acknowledged that relying on wide reading for vocabulary growth adds to the inequities in individual differences in vocabulary knowledge.” Struggling readers do not read well enough to make wide reading an option. To acquire word knowledge from reading requires adequate decoding skills, the ability to recognize that a word is unknown, and the competency of being able to extract meaningful information about the word from the context. Readers cannot be engaged with the latter two if they are struggling with decoding. Thus, depending on wide reading as a source of vocabulary growth leaves those children and young people who are most in need of enhancing their vocabulary repertoires with a very serious deficit.” p. 6 (Beck, McKeown, & Kucan, 2002)
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Wide Independent ReadingVariation in Amount of Reading
Percentile Rank Minutes per day reading in books
Minutes per day reading in text
Words per year in books
Words per year in text
98 65.0 67.3 4,358,000 4,733,000
90 21.2 33.4 1,823,000 2,357,000
80 14.2 24.6 1,146,000 1,597,000
70 9.6 16.9 622,000 1,168,000
60 6.5 13.1 432,000 722,000
50 4.6 9.21 282,000 601,000
40 3.2 6.2 200,000 421,000
30 1.8 4.3 106,000 251,000
20 0.7 2.4 21,000 134,000
10 0.1 1.0 8,000 51,000
2 0 0 0 8,000
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Increasing Amount of Independent Reading
• Maximize access to books.• Extended library hours• Classroom libraries• Book sales, book exchanges
• Establish time for independent reading.• Silent Sustained Reading• Partner Reading• BUT don’t substitute silent reading for reading instruction.• Expect reading outside of class.
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Increasing Amount of Independent Reading
• Encourage selection of books at the independent reading level.• Teach the “five-finger test”.
• Encourage students to read “familiar” books.• Same author• Same character• Same genre• Books in a series
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Increasing Amount of Independent Reading
• Enhance personal motivation.• Establish a school climate that encourages reading.• Have book-rich environments.• Provide book recommendations.
• Bulletin boards posted with recommendations• Book tables• Book clubs
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Vocabulary Assessment - Formats (Based on Bringing Words to Life: Robust Vocabulary Instruction)
Yes No • If Jason was a diligent worker, he would
1. come to work on time? Yes no2. finish projects on time? Yes no3. procrastinate on projects? Yes no4. have others complete his projects? Yes no
• Under state capitalism, the central government would1. establish prices and wages? Yes no2. allow the free market to set all prices and wages? Yes no3. subsidize important industries? Yes no4. stay out of economic issues? Yes no
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Vocabulary Assessment - Formats (Based on Bringing Words to Life: Robust Vocabulary Instruction)
Yes No • If Jason was a diligent worker, he would
1. come to work on time? Yes no2. finish projects on time? Yes no3. procrastinate on projects? Yes no4. have others complete his projects? Yes no
• Under state capitalism, the central government would1. establish prices and wages? Yes no2. allow the free market to set all prices and wages? Yes no3. subsidize important industries? Yes no4. stay out of economic issues? Yes no
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Vocabulary Assessment -FormatsExamples/Non-examples• proclaim
• A woman refuses to talk to reporters about the election.• A woman tells reporters which candidate won the election.
• grudgingly• A child makes her bed only after five reminders.• A child immediately makes her bed in the morning, carefully lining
up the pillows.
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Vocabulary Assessment - Formats• Sentence Rewriting
• Mr. Jones commended Charles for his diligent work.
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Vocabulary Assessment - Formats• Context Analysis
• After the prize winners were announced, Stacy ran to console Meg.
• How do you think Meg had done on the contest?
• When father heard Lisa had ripped up the letter from Steve, father commended her for it.
• What do you think father thought of Steve?
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Conclusion
“Words are all we have.”
Samuel Beckett
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Attributes of Good Vocabulary
Instruction
1. Promote word learning strategies.
2. Select words that enhance academic success.- General Academic Vocabulary - Generalize
across domains (evidence, observe, investigate, classify, compared to, alternatively, in contrast)
- Domain-Specific Vocabulary - Specific to a domain or field of study (suffrage, prokaryote)
3. Order or group words semantically. Teach vocabulary within Knowledge Networks.
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Attributes of Good Vocabulary Instruction
4. Teach words using explicit instruction.
5. Provide student-friendly explanations.
6. Illustrate vocabulary terms with examples and non-examples.
7. Teach parts of words at the “moment of opportunity.”(biology - bio = life; autoimmune - auto =self
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Attributes of Good Vocabulary
Instruction
8. Expand instruction to “word relatives” (category, categories, categorization, categorizer)
9. Have students maintain and use a vocabulary log
10. Maintain a word wall organized by topic
11. Provide distributed practice and judicious cumulative review
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Recommended Books
Archer, A. & Hughes, C. (2011). Explicit instruction: effective and efficient teaching. New York: Guilford Press.(www.explicitinstruction.org)
Beck, I. L., McKeown, M. G. & Kucan, L. (2002). Bringing words to life: robust vocabulary instruction. New York: The Guilford Press.
Baumann, J. F. & Kame’enui, E.J. (2004). Vocabulary instruction: research to practice. New York: The Guilford Press.
Blachowicz, C., & Fisher, P. J. (2010) Teaching vocabulary in all classrooms. New York: Allyn & Bacon.
Diamond, L. & Gutlohn, L. (2006) Vocabulary handbook. Berkeley, CA: CORE. (www.corelearn.com)
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Recommended Books
Frey, N., & Fisher, D. (2009) Learning words inside and out. Portsmouth, NH: Heinemann.
Graves, M. F. (2006). The vocabulary book: Learning and instruction. New York, New York: Teachers College Press.
Marzano, R.J. (2004). Building background knowledge for academic achievement. Alexandria, VA: ASCD.
Marzano, R.J., & Pickering (2005). Building academic vocabulary: Teacher’s manual. Alexandria, VA: ASCD.
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Recommended Books
Neuman, S.S., & Wright, T. S. (2013) All about words: Increasing vocabulary in the Common Core Classroom, PREK – 2. New York: Teachers College Press.
Stahl, S. A. (1998). Vocabulary development. Cambridge, MA : Brookline.
Stahl, S. A., & Kapinus, B. (2001). Word power: what every educator needs to know about teaching vocabulary. Washington, DC: NEA.
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Dictionaries with Student-Friendly Explanations
Collins Cobuild Dictionaries(www.collinslanguage.com)
Pearson/Longman Education(www.longman.com)(www.ldoceonline.com)
Thompson/Heinle (www.heinle.com)
Another online dictionary(www.learnersdictionary.com)
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Other On-line Resources • Etymology Dictionary
Explains what words meant and how they sounded 600-2,000 years ago.
http://www.etymonline.com/
• Prefix Suffix English Language Roots Referencehttp://prefixsuffix.com/
• Spanish Cognates Dictionary (Spanish words resemble English words)
• http://latinamericalinks.com/spanish_cognates.htm
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On-line Resources • Thesaurus
Provides easy to access synonyms. http://thesaurus.com/
• Visual ThesaurusAn interactive dictionary and thesaurus which creates word maps of related words.
• http://nnnc.visualthesaurus.com/
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On-line Resources
• www.freerice.com• Build vocabulary as you donate rice to the hungry.
• www.wordsift.com• Paste in text. Identifies academic words in text.
• www.taggalaxy.com• Provides visual representations of target word.
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Word Lists
• Academic Vocabulary List 2009 (Updated)
Vocabulary by Grade Level and Content Areas
(State of Tennessee)
http://jc-schools.net/tutorials/vocab/index.html
• English Vocabulary Exercises
Contains many organized word lists by category
http://www.englishvocabularyexercises.com/
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On-Line Lessons
• Exceptional Expressions for Everyday EventsSeries of 32 downloadable, flexible vocabulary developmentlessons each focusing on an everyday concept.
http://www.textproject.org/assets/products/e4/download/TextProject-E4-Complete_Edition.pdf
• Word Generation
A free research-based vocabulary program for middle school students designed to teach words through language arts, math, science, and social studies classes. It requires only 15 minutes a week from each content area teacher.
http://www.wordgeneration.org/proven.html
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On-Line Games and Activities
• Florida Center for Reading Research Vocabulary games and activities for K-5 Grade Level
http://www.fcrr.org/FAIR_Search_Tool/FAIR_Search_Tool.aspx
• Quizlet Large flash cards and games website
http://quizlet.com/
• Word CentralVocabulary games and activities designed for students by Merriam-Webster.
http://wordcentral.com/
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On-Line Games and Activities • Vocabulary Games
Offers games that can be adapted to any set of words.http://www.vocabulary.co.il/
• Word DynamoChallenging vocabulary practice with variety of word lists
http://dynamo.dictionary.com/
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