vocabulary procedures
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Vocabulary.Adapted from http://reading.uoregon.edu/voc/index.php,Institute for the Development of Educational Achievement
Primary focus of instruction in grades K-3 should be on developing criticalreading skills.
Read storybooks to younger children to develop vocabulary
Teach older students strategies for contextual analysis and morphemic analysis.
300-00 ne! !ord meanings can be taught per year through direct instruction.This is a significant proportion of the !ords that students !ho are at risk !illlearn.
electing !ords to teach...
"ords that are important for understanding text.
"ords that students !ill encounter often# functionally important !ords.
$se both context and definitions
%ncourage &deep& processing
'ind a synonym or antonym
(ake up a novel sentence !ith a !ord
)lassify the !ord !ith other !ords
Relate the definition to one*s o!n experiences
+ive multiple exposures
&,ecause children !ith !eaker vocabularies are less likely to learn ne! !ordsfrom listening to stories than children !ith larger vocabularies# teachers needto provide more direct instruction for children !ith smaller vocabularies&Robbins %hri# /1 see References2.
http://reading.uoregon.edu/voc/index.phphttp://reading.uoregon.edu/voc/index.php -
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"ecommendations: for younger children
)hoose -4 !ords to teach directly from storybooks
)hoose !ords that are important for the story or important for students
to kno!
+ive simple definitions i.e.# examples# synonyms# or definitions2
discuss them in the context of the story
Provide students !ith the opportunity to process the !ords &deeply&
5iscuss the !ords multiple times
"ecommendations: for older children
)hoose !ords that !ill enhance the meaning of !hat students are
reading or important for students to kno!
$se both context and definitions
Teach !ord meanings by using examples# synonyms# and definitions
Provide students !ith the opportunity to process the !ords &deeply&
5iscuss the !ords multiple times.
#eaching Vocabulary: #ypes of Vocabulary Instruction
Direct instruction that teaches specific vocabulary to be read.
Pre-instruction of vocabulary in reading lesson.
#here are a limited number of !ays to teach vocabulary directly$
The !ay you teach depends on learner kno!ledge and !hat you !ant studentsto be able to do.
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#hree %rominent &ral Vocabulary #eaching trategies: 'odeling, ynonyms,Definitions
#eaching Vocabulary by 'odeling (Examples):"hen it is impossible to use language to explain the meaning of a !ord e.g.#bet!een# in2.
(odel positive and negative examples of the ne! concept. e.g.# &This is
a mitten.& or &This is not a mitten.&2.
Test student on their mastery of the examples e.g.# &6s this a mitten ornot a mitten7&2.
Present different examples of the ne! !ord along !ith examples of
other previously taught !ords. 8sk for names e.g.# &"hat is this7 &"hatcolor is this7& or &Tell me ho! 6*m !riting.&2.
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#eaching Vocabulary by ynonyms:"hen a student kno!s a !ords2 that can explain the meaning of a ne!#unkno!n !ord e.g.# damp means a little !et2.
Teacher e9uates a ne! !ord huge2 !ith a kno!n !ords2 very big2.
e.g.# &:ere is a ne! !ord. ;turdy. ;turdy means strong.&2.
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Teacher tests a set of positive and negative examples for the ne! !ord.
e.g.# &Tell me sturdy or not sturdy.&2.
Teacher provides practice in applying several recently taught synonyms.
e.g.# &6s that sturdy7 6s it tidy7 6s it mild7&2.
*hen #eaching ynonyms
$se !ords students kno!
Test on a range of positive and negative examples
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$se concept teaching modeling2 !hen children have limited language
and explanations contain !ords children do not understand.
-eatures of oncept #eaching ('odeling):
;et up use the same material and vary only the dimension that changes
it from the concept to not the concept2.
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euencing Vocabulary s0ills
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#eaching Vocabulary 1sing toryboo0s
ritical Design -eatures of toryboo0 Instruction
Repeated readings of stories alternated2
)lassic stories or on lists of recommended readings
Performance reading style %xtended intro1 fe! interruptions during
reading# dialogue after reading2
3 target !ords per story
;caffolded story grammar intro and retell
:o! to ;elect "ords to Preteach
6dentify !ords that are critical to story understanding that are not
explained in the text.
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;elect !ords students !ill &encounter& again moderate fre9uency !ords2
Preteach meanings of !ords using examples# synonyms# definitions
Provide children opportunities to use the !ords.
,ook Docabulary Taught ;ynonymE5efinition
:arry the dirty dog buried
strange
furiously
Put in the ground andcovered !ith dirt
;omeone or something2that you donFt kno!
'ast and !ildly
toryboo0 "eading 2esson 3
tory Introduction (4 5 6 minutes)
Title# author# illustrator
Rationale for reading
)over presentation# prediction
'ocus on story elements character# setting# etc.2
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6ntroduce 3 target vocabulary !ords
"eading (6 5 7 minutes)
'e! interruptions1 pause for target vocabulary !ords
Post-Reading 5iscussion Guestions 3 - 4 minutes2
Relate to student experiences
toryboo0 "eading 2esson 8
tory Introduction (4 5 6 minutes)
Title# author# illustrator
Recall 9uestions emphasi?ing story elements
Revie! 3 target vocabulary !ords by sho!ing !ords in context
"eading (6 5 7 minutes)
Pauses for target vocabulary !ords
5efinitions and students responses to extend content
Discussion (4 5 9 minutes)
Reconstruct story !ith elements and target !ords
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Where the Wild Things Areby (aurice ;endak /H32# see References
2esson 8 Vocabulary Activity
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"ord games
tory "etell (6 5 7 minutes)
;tudents narrate
Guestions about story elements
uess the *ord ame