lynn hoover making words -english speaking course lucknow (cdi) –

8/8/2019 Lynn Hoover Making Words -English Speaking Course Lucknow (CDI) www.cdilucknow.blogspot.com

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Making Words Real

for Young Children

Presented byLynn Hoover, M.Ed., CALT-QIAssistant Director

Rawson-Saunders School

Austin, Texas

[email protected]


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Understanding Word Meanings

is Critical to Comprehension

Vocabulary knowledge is strongly related to

proficient reading comprehension.

A word may be decoded accurately but without

meaning knowledge comprehension is limited.

Knowledge of word meaning facilitates accurateword recognition.


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Vocabulary is the body of words known by thespeaker of a language.

Receptive vocabulary is the word meaningsrecognized in context.

Expressive vocabulary is the word meanings

known well enough that they can be usedappropriately.


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What we know about research

with younger students

Even in the primary grades the range in vocabulary between

children with smaller and bigger vocabularies is large.

(Biemiller & Slonim, 2001)

Children with weaker vocabularies are less likely to learn new

words from incidental exposure than children with largervocabularies.

(Nicholson & Whyte, 1992; Penno et al., 2002; Robbins & Ehri, 1994)


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Words in Text

107 words account for 50% of the words in

running text.

5,000 more words account for an additional 45%

of the words in running text.

Infrequent words (5% of total) carry the most

unique meaning in a passage.

Nagy and Anderson (1984)


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How We Learn Words

Through many exposures to examples in context,both spoken and written

Through explicit instruction: Constructing definitions and using a dictionary

Analyzing word structure

Exploring word relationships

Learning sounds and morphemes of a word

Learning word origins

Learning a words usage and multiple meanings.


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Using a Dictionary is Not Enough

Reading a definition does not tell us how a wordis actually used

We need examples in context Dictionary definitions can be incomplete

Being able to define a word is an end result ofknowing the word very well


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3-Tier Model for Choosing

Vocabulary Words from Text

Developed by Isabel Beck

Tier 1

Tier 2

Tier 3

Low-frequency words;

Technical words

Words to Teach

high frequency, high utility

Known, common words


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Words to Teach Directly

Words critical to understanding the text

Words with that are likely to be encountered many times

Difficult words that need interpretation

metaphorical, abstract, nuanced

Beck & McKeown, 2002


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Embedded Instruction

Simple explanation of target words provided

within the context of the story. Provides bothdefinitional and contextual information.

(Biemiller, 2004)


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Explain meanings in everyday language.

Uses clear sentences and

doesnt use a lot of bigwords to define words.

Harper Collins Publisher


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Reinforce definitions with:

Gestures

Pictures

Objects

Examples and Non-examples


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Developing Oral Language

Naming as an oral

activity

Describing activity


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Describing Objects or Pictures

Using a structured hierarchy is helpful.

Name the object.Name the category in which it belongs.

Name the function, use, or purpose.

State the color, size, and shape.

Make a comparison.

Make a simile or metaphor.

Neuhaus Education Center


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Repeated Read-Aloud

Use literature to maximize childrens vocabularygrowth.

Pre-reading discussion focused on key vocabularyand concepts that may be unfamiliar

During first reading allow children to follow thestory thread without frequent interruptions.

Repeated reading sessions stop to discussvocabulary and concepts

Read each story at least 3 times Provide repeated exposures to new words in the

classroom


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Text Talk for Young Children

Direct instruction in vocabulary occurs after a

story has been read and discussed. (If needed for

comprehension, teacher gives brief explanationfor the word during reading.)

Beck & McKeown, 2001


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An Example of Direct Instruction Word used in context of story.

Children repeat the word with teacher.

Meaning of the word is explained in a student friendlyway.

Examples given by teacher in contexts other than the onein the story.

Children interact with examples or provide their ownexamples.

Finally, children say the word again to reinforce itsphonological representation. T. What is the word?


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Activities for Students to

Interact with Words

Questions, reasons, and examples

Making choices

Relating words

Children creating examples


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Sorting Activities

duck top hiss doll

gull hen jacks buzz

honk peck yap bat

Categories

They Have Wings Toys Animal Sounds


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Sorting Activities

fuzz kiss sink tank

puff box well tub

bit sip lick muff


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Word ScalesMad Words

angry furious livid annoyed irritated upset

A little

bit mad

Really

mad


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Word ScalesBig Words

A little

bit big

Really

big


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Antonym Pairs and Scaling

dead - alive

hot - cold fat - skinny

straight - bent

honest - devious

winner - loser

angry - delighted


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Take a gradable antonym pair and fill out the scale from oneextreme to the other with words that show degrees of meaning.

hideous gorgeousplain attractiveugly homely beautiful


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Engaging students with

word meanings through discussion

Word Associations Students associate a new word with a presented

word or phrase.Example:

Frog and Toad are Friends by Arnold Lobel

Vocabulary introduced:

shiver, sparrow, envelope Which word goes with a party invitation?

Which word goes with a cold, windy day?


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Have you ever?

Describe a time when you might shiver.

When might you envy someone?

Beck, McKeown, 2002


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Applause, Applause!

Students are asked to clap in order to indicate how

much they would like to be described by the

target words:

curious stingy delightful

Not at all A little bit A lot

Beck, McKeown, 2002


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Idea Completions

The children said that the man was stingy

because

The audience thought the play was delightful

because

Beck, McKeown, 2002


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Simple Questions to Engage Learners

When might you?

How might you?

Why might you?

Beck, McKeown, 2002


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Maintaining Words

Post target words and tally when used by

teacher or students.

Apply learned words to new stories.

Use words in reading and writing.


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References

Baumann, James F. & Kameenui, Edward J. (2004). Vocabulary

instruction: Research to practice.New York: Guilford Press.

Baker, Scott K., Simmons, Deborah C., Kameenui, Edward J. (2005).

Vocabulary acquisition: Synthesis of the research. University of

Oregon.

Beck, Isabel. & McKeown, Margaret G. (2002).Bringing words to life:

Robust vocabulary instruction. New York: Guilford Press.

Eberhardt, Nancy & Sorese, Denise. (1999).Language categories:

Phonetically vocabulary to read, classify, and spell. Longmont,

CO: Sopris West.

Lubliner, Shira. (2005). Getting into words: Vocabulary instruction thatstrengthens comprehension. Baltimore, Maryland: Brookes

Publishing.

Neuhaus Education Center. Developing metacognitive skills: Vocabulary

and comprehension. (2004). www.neuhaus.org


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