Post on 19-Aug-2014
description
Word Up! Vocabulary Instruction in the
21st Century Classroom by Hello Literacy
Where in the day could word learning occur?
Receptive Vocabulary (in) &
Expressive Vocabulary (out)
“The difference in the number of words known by students with poor vocabularies versus students with rich vocabularies is extensive, grows over time, and becomes apparent early.” (Baker, Simmons & Kameemui, Big IDEAS, University of Oregon)
“The extent of oral language is highly correlated with later reading proficiency.” (Bishop &Adams, 1990; Butler, Marsh, Sheppard & Sheppard, 1985; Pikulski & Tobin, 1989; Share, Jorm, MacLean & Matthews, 1984)
“Some children decode words fluently and still have reading comprehension problems that seem to stem from language comprehension problems.” (Oakhill, Cain & Yuill, 1998; Yuill & Parkin, 1986)
“We use words to think; the more words we know, the finer our understanding is about the world.” (Stahl, 1999)
“Comprehension of a text depends crucially on knowledge of specific words that may not be familiar to some students.” (Nagy, 1998)
Now What? Directions: For each word, write a sentence and use the word correctly in the sentence. 1. epiphenomenal: having the character of or relating to an
epiphenomenon
________________________________________________________ 2. kern: to form or set (as a crop of fruit) ________________________________________________________ 3: stative: expressing a bodily or mental state ________________________________________________________
“Definitions, as an instructional device have substantial weaknesses and limitations. Definitions do not teach you how to use a new word and do not effectively convey concepts. Think of it this way: Why isn’t a glossary of biological terms an adequate substitute for a biology textbook?” (Nagy, 1989) “…thus knowing a word cannot be identified with knowing a definition.” (Nagy & Scott, 2000)
• All these steps in 1 day (5-10 minutes)
• Done IN a content area notebook, mixed in with other content area notes
• 4 point rubric of understanding
• These steps done over several days.
• Done outside the notebook • In pairs, groups, at centers,
etc. • 4 point rubric of
understanding
www.kaganonline.com
Quiz Quiz
trade
A Kagan “Structure” A “Game”
The Text-Talk Lesson
30 Minutes Read-Aloud
(15 minutes)
Word Play (15 minutes)
A Demonstration Lesson
Create “student friendly” definitions • Ask yourself “When do I use this word?” • Use everyday language to explain the meaning. • Keep focused on the central meaning. • Try to include something, someone, or describes in your
explanation to clarify how the word is used.
Create and use instructional contexts • Contextual meaning for the word that are from the
teacher, in a context other than the book. • Instructional contexts are used along with (not • instead of) “student friendly.”
Active Engagement & Interaction • It is essential that students begin using a new word
immediately, meaningfully, and in multiple contexts. • Examples are: Word Associations, Have You Ever…?,
Applause! Applause! , Idea Completions or Open-Ends like “When might…How might…Why might…”
Comparing Two Target Words • The sidewalk: paved or amazing? • Taking a walk to look for shells: amazing or exploring? • Michael Phelps 25 gold medals: amazing or paved?
Using All Target Words Together
Criteria for Selecting Tier 2 Words: Select words are most necessary for comprehension
Choose words that can be:
• Connected to what students know • Explained with words students know • Will be useful and interesting to students
UTAH FIRST
TEXT TALk
LESSONs
UTAH FIRST
SUPPLEMENT
BUNDLE
1. http://turangawaewae.files.wordpress.com/2008/10/flickr-words.jpg 2. http://www.roebuck.herts.sch.uk/pupil-premium/our-school/the-school-day/ 3. http://www.anchorhocking.com/prodd_3586_cat_18_tiered_platters.html 4. Clipart by Melonheadz 5. http://depositphotos.com/1337840/stock-photo-Water-splashing.html
Photo Credits
More Vocabulary Resources
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