Citrus County Schools, Florida 1. 2 Literacy is… Listening Viewing Speaking Thinking Reading...

Citrus County Schools, Florida 1


Literacy Literacy is…is…ListeningViewing

SpeakingThinkingReadingWriting

Expressing through multiple symbol

systemsTaylor


Daily Non-NegotiablesDaily Non-NegotiablesMaintain a print-rich/literacy-rich

environment

Use the seven processes of literacy

Read to and with students

Teach, model, and practice strategies of expert readers and writers

Provide independent reading with accountability

Instruct phonics & phonemic awareness for K-1, and for others who have not

reached mastery.


ObjectivesObjectivesExamine important research on

vocabulary growth.

Utilize strategies to promote vocabulary growth.

Understand vocabulary growth as an interactive process.


ActivityActivity

Survey of KnowledgeSurvey of Knowledge

Word or Concept

What is it

Examples Non-examples

Concept of Definition Chart


Vocabulary definedVocabulary defined

Words we must know to communicate effectively

All the words of a language; all the words known or used by a person.


Why Teach Vocabulary Why Teach Vocabulary

Vocabulary knowledge is related to reading comprehension.

If the meaning is not recognized, comprehension will be impaired

If a word is not recognized automatically, comprehension may be affected.

Knowledge of a word’s meaning facilitates accurate word recognition.


Vocabulary ResearchVocabulary Research

Practical Differences

Children enter school with a listening vocabulary ranging between 2500 to 5000.

First graders from higher SES groups know twice as many words as lower SES children (Grater & Slater, 1987).

College entrants need about 11 to 14,000 root words (meter in thermometer or centimeter).


Research cont.Research cont.Closing the Vocabulary Gap

In 1st and 2nd grade, children need to learn 800+ words per year, about 2 per day.

Children need to learn 2,000 to 3,000 new words each year from 3rd grade onward, about 6-8 per day.

Children need to encounter a word about 12 times before they know it well enough to improve their comprehension.

To keep up a child needs to learn at a rate of 2000-3000 words per year. To close the gap, they need to exceed that.Biemiller: Nagy & Anderson


Improving VocabularyImproving VocabularyFour StrategiesFour Strategies

Provide opportunities for:Strategy 1

Wide Independent Reading

Strategy 2

Multiple Exposure to a Word

Strategy 3

Explicit Instruction in Word Analysis

Strategy 4

Building Academic Vocabulary


Strategy 1 Strategy 1 Wide Independent ReadingWide Independent Reading

Think-Pair-ShareBrainstorm ways to encourage wide reading.


Wide Independent Reading cont.Wide Independent Reading cont.

Daily ReadingDaily ReadingPercentile Rank on

TestMinutes of text read per day

Estimated number of words read per

year

989070502010

90.740.421.712.93.11.6

4,733,0002,357,0001,168,000601,000134,00051,000

Torgeson-FCRR



By reading often (reading volume influences differences in children’s vocabulary)

At the right level of difficulty

In sufficient amounts

With sufficient motivation to pursue understanding



Highlights from

Suggestion for Promoting Wide ReadingSuggestion for Promoting Wide Reading

handout from Just Read! Academy.


Strategy 2Strategy 2Multiple Exposure To a WordMultiple Exposure To a Word

Wide and deep encounters with new words to build a rich understanding of the words.

Teach a few words well rather than give students a long list of words with superficial understanding.

They forget these words after the

test!


Multiple Exposure To a Word Multiple Exposure To a Word cont.cont.

Strategies

Activate Prior Knowledge

Make Connections

Word Relationships

Synonyms/Antonyms

Analogies

Word parts (root/prefix/suffix)

Word Walls

Multiple genres (fiction/nonfiction)

Graphic Organizers Vocabulary squares Worldly words Linear arrays Concept of Definition

map


Strategy 3Strategy 3 Explicit Instruction Explicit Instruction

in Word Analysisin Word Analysis

Value of Word Analysis:Supports ESOL/diverse learners.

Is an active learning technique.

Teaches students to use resources.

Strengthens word attack skills.


Most Common PrefixesMost Common PrefixesRank 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.

Teaching Phonics & Word Study, Blevins

Carroll, Davies, & Richmond, 1971


Prefix ActivityPrefix Activity

Closed Sort

Circle the prefixes in each of the following words

Abdicate, abduct, coauthor, cooperate, coincide, absent

Next, sort the words under the category “togetherness” or “separateness”.

Note: This activity would be conducted after the prefixes ab and co have been taught.


Most Common SuffixesMost Common SuffixesRank 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


Strategy 4Strategy 4 Building Academic VocabularyBuilding Academic Vocabulary

Direct vocabulary instruction is necessary because the more student’s understand the vocabulary, the easier it is for them to understand information they read or hear about the topic.

According to Marzano, “If a student doesn’t understand the content vocabulary, they don’t understand the content.”


Teach vocabulary all day!

Informal text is useful (Duke, 2000)

Content-area vocabulary

Science text:

Offers more prefix and suffix words

Offers repetition

May offer hand-on learning of vocabulary in an authentic and meaningful context.


Direct Vocabulary InstructionDirect Vocabulary InstructionImpactImpact

0102030405060708090

No VocabInstruction

Direct Vocab.Instruction

(effect size=.32)

Direct Vocab.Instruction onwords related

to content(effect size=.97)

Stahl & Fairbanks, 1986

Marzano

Percentile rank on test


A Six-Step Process A Six-Step Process for Teaching New Termsfor Teaching New Terms

1 Provide a description, explanation, or example of the new term.

2 Students restate in their own words.

3 Students construct a picture, symbol, or graphic representing the term.

4 Provide engaging activities that add to their knowledge of the term.

5 Periodically discuss the terms with one another.

6 Vocabulary games that allow them to manipulate the terms. (Marzano & Pickering)


Building Vocabulary Building Vocabulary is a is a

valuable effort!valuable effort!

Motivating students to WANT to build their own vocabulary.

Modeling our own interest in and love for words.

Creating a classroom of vocabulary celebration and pursuit.


Web SitesWeb Sites

www.resourceroom.net/vocabulary www.webenglishteacher.com/vocab.html www.virtualsalt.com/roots.html www.ascd.org www.vocabularya-z.com www.fcrr.org/

Citrus County Schools, Florida 1. 2 Literacy is… Listening Viewing Speaking Thinking Reading...

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