powerpoint presentation - building vocabulary
TRANSCRIPT
Building Vocabulary
A research-informed, classroom-tested strategy for pre-teaching
critical words.
The limits of my language are the limits of my mind.
All I know is what I have words for.-Ludwig Wittgenstein
Does this sound familiar? “When I’m starting to read a chapter, I just sit down and open the book up and start from the top. I read every line once slowly, but if it’s too long, I skip to a new paragraph. If it is a long chapter I will take a few breaks. If there is a difficult word I don’t know, I try to pronounce it or I might just skip it so I can finish faster. If it is really hard, I just wait for the teacher to go over it.”
Effects of weakness in oral language Because poor readers read
considerably less than better readers, the gap between good and poor readers in number of words read, and both receptive and expressive vocabulary becomes progressively greater as the child advances through school.
Cunningham, A. and Stanoich
Importance of Vocabulary There is a strong relationship between
vocabulary knowledge and reading comprehension.
Vocabulary knowledge is so strongly related to intelligence that Klouis Terman, creator of modern IQ tests, stated that if he could use only one factor to determine a person’s intelligence, it would be vocabulary.
How do you build vocabulary? Determine critical terms to be explicitly taught.
Keep the list short. Essential lesson concept words Academic Vocabulary (see slide 20)
Teach students meaningful work parts- prefixes, suffixes, and roots (handouts sent).
Students must participate actively and accountably in explicit vocabulary instruction to process words more deeply.
Reinforce use of vocabulary multiple times.
Explicit Vocabulary Teaching Connect - Create explanations before
definitions. Longman’s Dictionary does this. Process - Active elaboration through use of
synonyms/antonyms, verbal examples, non-verbal examples, compare and contrast, apply in new contexts
Practice - Receptive (read and listen) and Expressive (speak and write)
Determine what students already know about the words.
Vocabulary Knowledge RatingHigh Knowledge Low Knowledge4- I could teach it to the class 2- I recognize it, but need review3 - I am pretty sure what it means 1. I have no clue what it means
Term BeforeInstruction
AfterInstruction
estatic, adj.
Lexicon, n
Vocabulary Note-Taking ChartTerm Synonym
ExplanationExampleImage
ecstatic Extremely happy
Feeling excited or joyful
Instructional Sequence for Teaching Critical WordsTaken from Dr. Kate Kinsella: Make sure students see the new word
Lexicon Pronounce the new word
Lek si kan Ask students to repeat the new word
Lexicon Clarify the part of speech
Noun
Instructional Sequence Provide an accessible synonym and/or a
brief explanation Synonym: a dictionary Definition: all of the words of a particular language, the special vocabulary of a profession, hobby
Provide a visual or non-linguistic representation and/or “showing” sentence. Medical lexicon Skater lexicon
Instructional Sequence Rephrase the simple definition/explanation,
asking students to complete the statement by substituting aloud the new word
To understand the doctor’s prognosis, you had to understand his lexicon.
It was difficult to understand what the skater was explaining because of his lexicon.
Check for understanding with a brief, focused question/task.
Would you have a lexicon if you were cooking?
Effective Vocabulary Instruction Descriptions as opposed to definitions (see
Longman dictionary) Use of linguistic and non linguistic
representations Gradual shaping of word meaning over
multiple exposure Teaching and using word parts Students interacting with the words they are
learning
Differentiate Instruction Prepare lesson Provide note-taking scaffold to support
listening and review. This provides for active participation in vocabulary instruction.
Structure routine opportunities for students to apply the new word both in speaking and writing.
Vocabulary Note-taking Scaffold - Prepare Lesson
Term Synonym/explanation Example/image/showing sentence
Comparisonn
An examination/study of two or more things to show how they are alike and different
• comparison shopping for a new car• The jeep looks tiny in comparison to the Hummer.
Impact, n Effect or influence • image of a Big Mac and fries• Eating a junk food diet will have a negative impact on your health
Heavy ScaffoldTerm Synonym/explanation Example/image/showing
sentenceComparisonn
An examination/study of two or more things to show how they are alike and ____________.
• comparison shopping for a new car• The jeep looks tiny in comparison to ______________.
Impact, n Effect or influence • image of a Big Mac and fries• Eating ____________ will have a negative impact on your health
Weaning from ScaffoldTerm Synonym/explanation Example/image/showing sentence
Comparisonn
• An examination/study of two or more things to show how they are alike and different
• comparison shopping for ________•.
Impact, n •
•
• image of a Big Mac and fries• Eating a junk food diet will have a ___________ impact on __________.
Plan Vocabulary Instruction Which key words or concepts are vital to
understanding? Is the word encountered frequently? Are their words that can be grouped together to
enhance understanding of a central concept? How can I help students use the word/concept in
meaningful ways in future speaking and writing contexts?
How will I teach them to study academic vocabulary? What method is most appropriate for student to study
the words?
Another resource for vocabulary instruction
The Academic Word List - a high- incidence and high-utility 500 word list occur frequently over wide range of academic texts
http://language.massey.ac.nz/staff/awl/index.shtml
Assignment Create a vocabulary lesson using the
note-taking structure. Modify the lesson by substituting blanks
for some of the words based on the needs of the student you are following.