promoting word consciousness
TRANSCRIPT
PROMOTING WORD CONSCIOUSNESS
Dr. Kelly J. Grillo
BTMS Reading Coach
WHILE YOU WAIT…
Entry Ticket
1. Work Independently
2. Rank Your Learning from Previous Sessions
3. Quick Write on Today’s Learning Goal-
Do you agree with Scott and Nagy (2004) when
they said, “Word consciousness- and especially
understanding the power of word choice-
is essential for sustained vocabulary growth.”
Why or why not?
OBJECTIVES
Formative Check
Identify strategies to promote word consciousness
Develop a new set of tools to promote word consciousness [Teacher-Driven]
Pledge to develop one NEW strategy further in your classroom setting/s
QUALITY LITERACY:
1.WIDE-READING2.HIGH-YIELD STRATEGIES3.PROMOTING WORD CONSCIOUSNESS4.EXPLICIT TIER 3 TERMS5.INDEPENDENT WORD-LEARNING
KELLY J. GRILLO
REVIEW…WIDE-READING BY THE #S
Encouraging wide reading across EVERY content area…
KELLY J. GRILLO
Wide-Readings’
Impact on Word Knowledge
Minutes
Read in
School
@5 Days
Minutes
Read in
School Each
Week
Number of
Words
Encountered
Exposure
to 2-5%
unknown
terms
New
Words
Learned
60 300 2,250,000 45,000 to
112,500
2,250
30 150 1,125,000 22,500 to
56,250
1,125
15 75 562,500 11,250 to
28,125
562
REVIEW…EXPOSURE
KELLY J. GRILLO
Teach a FEW words well rather than give
students a long list of words with superficial
understanding.
The goal is true learning of new words to fluency…
if students speak the language they can become expressive in print with the same
words!
REVIEW…STRATEGIES
1. Activate Prior Knowledge
2. Make Connections
3. Word Relationships
4. Synonyms/Antonyms
5. Analogies
6. Word Walls/ H-Q-T
7. Writing with targeted words KELLY J. GRILLO
Literacy is…
KELLY J. GRILLO
Listening
Viewing
Speaking
Thinking
Reading
Writing
Expressing
Words consciousness- and especially
understanding the power of word choice-
is essential for sustained vocabulary
growth. Words are the currency of written
language. Learning new words is an
investment…
Scott & Nagy, 2004
ACTIVITY THE 1 MINUTE SPEECH
KELLY J. GRILLO
Words are the currency of written
language. Learning new words is an
investment…
You and a Partner have 8 minutes to:
Prepare a speech that is 1 minute OR less.
Address how you feel about the above statement.
You must use the following words in your speech:
[exemplifies & convey]Each of you should be prepared to preform the
speech.
Practice your speech if you finish quickly…
QUALITY LITERACY:
1.WIDE-READING2.HIGH-YIELD STRATEGIES3.PROMOTING WORD CONSCIOUSNESS4.EXPLICIT TIER 3 TERMS5.INDEPENDENT WORD-LEARNING
KELLY J. GRILLO
EQ: HOW WILL WE PROMOTE WORD
LEARNING IN ALL BTMSSTUDENTS?
WHY DOES THIS MATTER?
WHY
1. Children need to learn 2,000 to 3,000 new words each year from 3rd grade onward, about 6-8 per day.
2. Children need to encounter a word about 12 times before they know it well enough to improve their comprehension.
3. To keep up a child needs to learn at a rate of 2000-3000 words per year.
4. To close the gap, they need to learn MORE than 3000 words this school year!
KELLY J. GRILLO
EQ: HOW WILL WE PROMOTE
WORD LEARNING IN ALL BTMSSTUDENTS?
PATHWAYS TO WORD CONSCIOUSNESS
Motivating students to want to BUILD their own vocabulary.
Modeling our own INTEREST in and love for words.
Creating classroom traditions have vocabulary CELEBRATIONS.
KELLY J. GRILLO
HOW?
1. Motivation
2. Modeling
3. Word Play
4. Celebrations
KELLY J. GRILLO
MOTIVATION
KELLY J. GRILLO
ACTIVITY…MOTIVATION
At your tables…
Brainstorm ideas to support students in gaining
motivation to WANT to learn new words!
KELLY J. GRILLO
MODELING
KELLY J. GRILLO
WORD ANALYSIS/USE
Teaches students to use resources.
Is an active learning technique.
Strengthens word attack skills.
Supports diverse learners.
EXAMINE PREFIXES
Rank Prefix %
1 Un
(not, opposite of)
26
2 Re
(again)
14
3 In, im, ir,il
(not)
11
These three prefixes account for over 50% of the prefixes found in words. Carroll, Davies, & Richmond, 1971
Teaching Phonics & Word Study, Blevins
EXAMINE SUFFIXES
Rank Suffix %
1 s, es (plurals) 31
2 ed (past-tense verbs) 20
3 ing (verb form /
present participle
14
These three suffixes account for almost two-thirds of the suffixes found in words.
Carroll, Davies, & Richmond, 1971
Teaching Phonics & Word Study, Blevins
ACTIVITY…CLOSED SORT
After the prefixes ab and co have been taught…
abdicate abduct coauthor cooperate coincide absent
collaborate abdominal abhorrent
Circle the prefixes in each of the following words:
Can you predict what each word means? Check to see if you are correct! Use two of the terms in a piece of
writing.
WORD PLAY
KELLY J. GRILLO
WORD ANALYSIS USING SENSORY LEARNING
Looks Like-
Smells Like-
Feels Like-
Tastes Like-
Sounds Like-
WORD ANALYSIS USING SENSORY LEARNING—EXAMPLE (I DO) ANGER Looks Like-
Smells Like-
Feels Like-
Tastes Like-
Sounds Like-
shatter glass
hot burning coals
a cold wind
chili peppers
raccoons screeching in the dark
WORD ANALYSIS USING SENSORY LEARNING—(WE DO) EXEMPLIFIES
Looks Like-
Smells Like-
Feels Like-
Tastes Like-
Sounds Like-
cheerleaders chanting support
sweet honey suckle celebrating spring
a warm wave
Lychee fruit busting with flavor
shouting
WORD ANALYSIS USING SENSORY LEARNING—(YOU DO TOGETHER) CONVEY
Looks Like-
Smells Like-
Feels Like-
Tastes Like-
Sounds Like-
IDIOMSCLICHÉS
PUNSOH’ MY
KELLY J. GRILLO
KELLY J. GRILLO
KELLY J. GRILLO
Teaching history is old news.
Weight loss mantra? Fat chants!
I raised my intelligence using my cranium.
Will this computer last five years? Obsoletely!
A rule of grammar: double negatives are a no-no.
The boy's guitar teacher helped him pick up his skills.
I need to do my philosophy homework but I just Kant.
The sign language teacher was very good with her hands.
Only the squares are doing well in geometry class. It's their area.
ACTIVITY…WORD PLAY
At your tables…
Brainstorm ideas to support
word play in your content area!
KELLY J. GRILLO
CELEBRATION
KELLY J. GRILLO
KELLY J. GRILLO
MAKE A PLEDGE…
Exit Ticket
1. Work Independently
2. Rank Your Learning Today
3. Quick Write
Make a Pledge…Name at least one thing you learned today to infuse into your teaching routines that will promote word consciousness in all of our BTMS students. Tell us how you will use this and the timeline you would like to use it in. Do you want/prefer any support in doing this?
NAME: DATE:
Self-test Questions Tasks
Lesson Organizer BACKGROUND
Relationships Task-Related Strategies
research-valid vocabulary instruction
LESSON TOPIC
Defined by
The Teaching Device: The Lesson Organizer
Challenge Question
Lesson Map
4
2 1 3
5
6
7 8
Technology
Integration
Tools Must Be:
(1) Replication (practice, practice,
practice)
(2) Usability (easy, self programmed,
transferred responsibility to student)
(3) Time engaged (daily, 3-5 minutes, and
versatile engagement)
Tech Tools to Try:
Study Stack (http://www.studystack.com
or
Quizlet (http://www.quizlet.com)
1. Modeling
Expressive Use
Prefix/Suffix
Varied inputs/outputs
Promoting Word Consciousness
How: Vocabulary
Instruction built into
lessons EVERYDAY
Use Visual/Auditory/Tactile Strategies
Use varied strategies EACH day
Allow outputs to “look” different
Track student success
Describe some Key structures to include when developing a balanced approach to language development.
“21 Century Learning”
through
Indentify
by analyzing
Participate in presentation/activities/discussion
“Actively THINK, how can I apply these
skills/tools/strategies?
Pledge to use skills with your student.
How can you promote word learning in all students?
Why does this matter?
What role does motivation play?
What data can you collect on engagement in word learning?
Content Language Instruction
Types of Inputs & Outputs Difficult
can be
Involves
Is about
Critically Thinking (DOK)
Any device and/or strategy developed to
be educationally necessary for a student to
interact with content vocabulary for
integration and recall. of language that
critically shapes understanding
3. CelebrationsGenius Wall
Leader Board
Language Goal
Word Use Parties
Writing in the Content Area/DOK
2. Word Play Non-sense Words
Quiz-quiz-trade
Word Analysis Sensory
Songs
TAG
Aug, 2014 Kelly Grillo