Copyright © Waterford Institute Vocabulary Importance, Instruction, and Integration Jay Fleming and...

Copyright © Waterford Institute

VocabularyImportance, Instruction, and Integration

Jay Fleming and Laura BofferdingContent Design


“One ERP component that has been widely used in studies of language processing is the N400 component. This negative voltage deflection occurs around 400 msec after stimulus onset and was originally found when sentences with and without semantic anomalies were compared. However, it has also been found to be larger in cases in which semantic integration is more difficult and, therefore, is related to cloze probabilities.”

(Coulson, 2001; Kutas, 1997; Kutas, et al., 2000)


“I know vocabulary is important! What more is there to know?”

• Levels of vocabulary knowledge

• Types of words to teach

• Methods of teaching words

• Integration in WERP and WEMS


Productive

Receptive

Context-dependent

Connotation

No Knowledge(Beck, et al., 2002, p. 10)


Too Hard Too Easy Just Right(Stahl & Stahl, 2004, pp. 64–65)

Goldilocks Words


Key Words

Useful Words

Interesting Words

SemanticallyRelated Words

(Heller, 1995, p. 231)


Effective Teachers . . .

• Emphasize vocabulary importance

• Teach relevant vocabulary

• Promote vocabulary retention

• Address various learning styles

• Assess through context

(Block & Mangieri, 2005, pp. 5–8)


Discussion

• Rich oral language

• During reading

• After reading


Rich Oral Language“One ERP component that has been widely used in studies of language processing is the N400 component. This negative voltage deflection occurs around 400 msec after stimulus onset and was originally found when sentences with and without semantic anomalies were compared. However, it has also been found to be larger in cases in which semantic integration is more difficult and, therefore, is related to cloze probabilities.”(Coulson, 2001; Kutas, 1997; Kutas, et al., 2000)


“What Animals Eat” song (Waterford Early Math and Science Level Two)

Weather Boy

Rich Oral Language


Vocabulary Introduction: Little Miss Muffet

(Waterford Early Reading ProgramLevel One)

Read-along Book: Garden Visitors

(Waterford Early Reading Program Level Two)

Discussion During Reading


“One ERP component that has been widely used in studies of language processing is the N400 component. This negative voltage deflection occurs around 400 msec after stimulus onset and was originally found when sentences with and without semantic anomalies were compared. However, it has also been found to be larger in cases in which semantic integration is more difficult and, therefore, is related to cloze probabilities.”

(Coulson, 2001; Kutas, 1997; Kutas, et al., 2000)



Picture Story: Eensy, Weensy Spider(Waterford Early Reading Program Level One)



Discussion after Reading

• Present word in context

• Repeat word• Explain meaning• Provide varied

examples• Interact with

examples• Repeat word

(Beck, et al., 2002, pp. 51–52)


Reading on Their Own• Identify the unknown

word

• Look for clues

• Guess meaning


Vocab

ulary

Word

Examples

Definitio

n

Non-

exam

ples

(Stahl, 2005, pp. 110–111)

Examples and Non-examples:Four-square Method


Diagrams

Mnemonics

Sorts

Parts

Read

Talkin

g


deciduous

coniferous leaves

pinecone

needles

arborist

botanist

farmer


Camouflage

Survival

Hunting

Disappear

Chameleon


Smuggle a word into a sentence

Ask questions

“Would a recluse enjoy

parties?”

(Morrow, et al, 2003, p. 95; Ganske, 2000, p. 110)

Create Sentences and Evaluate


Action!

“Why is the man who invests all your money called a broker?”

“Fractions” (Waterford Early Math and Science Level Three)

Word Play/Scenarios


“I feel more erudite (or scholarly) already!”

• Levels of vocabulary knowledge

• Types of words to teach

• Methods of teaching words

• Integration in WERP and WEMS


“Words are the currency of education.”

(Morrow, et al., 2003, p. 89)


Bibliography• Beck, I. L., McKeown, M. G., & Kucan, L. (2002). Bringing Words to Life:

Robust Vocabulary Instruction. New York: Guilford Press.• Block, C. C. & Mangieri, J. N. (2006). Vocabulary Best Practices. In C. C.

Block & J. N. Mangieri (Eds.), The Vocabulary Enriched Classroom: Literacy Success for All Students (pp. 5–25). New York: Scholastic.

• Heller, M. F. (1995). Reading–Writing Connections: From Theory to Practice (2nd ed.). White Plains, NY: Longman.

• Kazmerski, V. A., Blasko, D. G., & Dessalegn, B. G. (2003). ERP and Behavioral Evidence of Individual Differences in Metaphor Comprehension. Memory & Cognition, 31, pp. 673–689.

• Morrow, L. M., Gambrell, L. B., & Pressley, M. (Eds.). (2003). Best Practices in Literacy Instruction (2nd ed.). New York: Guilford.

• Stahl, S. A. (2005). Four Problems with Teaching Word Meanings (And What to Do to Make Vocabulary an Integral Part of Instruction). In E. H. Hiebert & M. L. Kamil (Eds.), Teaching and Learning Vocabulary: Bringing Research to Practice (pp. 95–114). Mahwah, NJ: Lawrence Erlbaum Associates.

• Stahl, S. A. & Stahl, K. A. (2004). Word Wizards All!: Teaching Word Meanings in Preschool and Primary Education. In J. F. Baumann & E. J. Kame’enui (Eds.), Vocabulary Instruction: Research to Practice. New York: Guildford Press.

Copyright © Waterford Institute Vocabulary Importance, Instruction, and Integration Jay Fleming and...

Documents

Transcript of Copyright © Waterford Institute Vocabulary Importance, Instruction, and Integration Jay Fleming and...