©Joan Sedita, The Key Vocabulary Routine Big Ideas PowerPoint By Joan Sedita, M.Ed. .

©Joan Sedita, www.keystoliteracy.net

The Key Vocabulary Routine

Big Ideas PowerPoint

By Joan Sedita, M.Ed.

www.keystoliteracy.com


Big Idea #1 What is the Key Vocabulary Routine?

©Joan Sedita, www.keystoliteracy.com

What is The Key Vocabulary Routine?

• Embedded in content instruction

• Research-based

• Foundational “routine” that provides consistency from grade to grade, and from class to class


The Routine

1. Preview for difficult vocabulary

2. Use activities that connect vocabulary to background knowledge and related words

3. Select specific words to teach in-depth

4. Identify opportunities to teach word learning strategies

5. Promote word consciousness


Gradual Release of Responsibility

I

You

We

Teacher-focused, modeling, direct/explicit instruction

Guided practice Whole-group, small-group, collaborative

Independent use by student

Students move through the stages at

different rates, requiring

scaffolding and differentiated instruction.


Step 1: Preview for difficult vocabulary


Why Preview Vocabulary?

• Activate prior knowledge• Clear up misconceptions about a word’s

meaning• Clarify meaning of known words with

multiple meanings• Provide some familiarity with unknown

words

Previewing is more of a comprehension strategy than it is direct teaching of

specific words.


Goal of Previewing

• Goal: to offer temporary, basic familiarity with the meaning of the words in text to be read

– Graves: “Introduce the word so that students won’t stumble over it when they see it in an upcoming passage.”

• It is more about attaching some meaning to a new word than enabling deep learning of words


What to Preview

• Words or phrases critical to making meaning from the text

• Words with multiple meanings - focus on the meaning used in the text

• Figurative language

Consider having students identify unfamiliar words to preview

Ways to Preview

• Provide a list of preview words with user friendly definitions or synonyms

• Photocopy the text and write in synonyms or short definitions next to unfamiliar words

• Provide a visual or illustration with labels of unfamiliar vocabulary

• Have a quick class discussion about some of the preview words – make links to their background knowledge



Student Knowledge Rating Checklists

Beck, McKeown, Kucan, 2002


Step 2: Use activities to connect vocabulary


Why Teach Word Relationships?

• Schema: mental structure that represents and organizes one’s understanding of a particular topic

• Vocabulary words are used to represent that knowledge

• Word learning is most efficient when a connection to existing schema and words can be made


The Four Activities

• Construct links to existing information and related words

Activity When Used

Semantic mapping Before, During, After

Categorizing During, After

Semantic feature analysis During, After

Synonyms, opposites, and scaling Before, During, After


Using the 4 Activities

• Make connections between new and known words

• Make connections between background knowledge and essential concept words

• Offer opportunities for rich discussion about words

• Push students to go beyond memorizing definitions


1. Semantic Mapping

• When to use

• Benefits

• How it is done

• Variations


Semantic Mapping: Science


Be ready to share your categories.

2. Categorizing

• When to use

• Benefits

• How it is done

• Variations


Lines and AnglesLine segmentRayPointVertexVerticalCongruentAdjacentComplimentarySupplementaryParallelPerpendicularIntersectingBisectMidpointEndpoint

QuadrilateralsParallelogramRectangleRhombusSquareTrapezoid PolygonsTriangleQuadrilateralPentagonHexagonHeptagonOptagonNonagonDecagon

CircleChordRadiusDiameterCentral angleCenterSemicircleTrianglesAcuteObtuseRightIsoscelesEquilateralScalene OutliersAbsolute valueExponentsExpanded form


3. Semantic Feature Analysis

•When to use

•Benefits

•How it is done

•Variations


4. Synonyms, Opposites and Scaling

• When to use

• Benefits

• How it is done

• Variations


Step 3: Select specific words

to teach in-depth


Why Teach Some Words In-Depth?

• Previewing vocabulary is different from directly teaching specific words

• Essential content words must be taught in-depth

• Children with weak vocabularies especially benefit from in-depth instruction for some words


Selecting Words

• Factors to consider:– Words essential to understanding major

concepts of the content topic

– Words that are practical to know

– Words that students are likely to encounter again as they learn more about the content topic

• Different selections for different groups of students


Suggestions from The Key Vocabulary Routine

• Words essential to instructional goal• Concept words to build schema• Words frequently encountered in other

content• Words unlikely to be learned

independently through context or word parts

• Words that provide opportunities to practice use of context and word parts

• Words that are unique and increase student curiosity

3-Tier Model: McKeown & Beck



Teach Everything About A Word

• Include: – spelling and phonemes– syllables– opposite/antonyms– synonyms– category/related words– examples/non-examples– multiple meanings– illustration– use in sentence or context


Templates for Teaching a Word In-Depth

• Graphic Organizers:

– Frayer/four square (Frayer et al. 1969)

– Concept Definition Map (Schwartz, 1988)

– Two-column notes (Sedita, 1989)


Frayer/Four Square


Concept Definition Map


Two-Column Notes

Lexicon• Definition: a language user’s knowledge of

words• Part of speech: noun• Synonym: dictionary• Antonym: NA• Category/related words: vocabulary; words;

definitions• Example: Glossary in a textbook• Non-example: Multiplication tables; numbers• Multiple Meanings: inventory or record;

wordbook• Sentence: Because the boy read every night,

he developed a large lexicon and knew more words than most of his friends.

• Illustration:


• Conventional definitions are difficult to understand

• Asking students to look up definitions and write them in sentences is NOT effective (Scott & Nagy, 1997; Miller & Gildea (1987)

• What to teach about dictionary definitions– How to look up words– How to use different parts of an entry– The need to select appropriate meaning for the

context

• Alternative dictionaries

Dictionary Definitions


Re-Writing a Definition in the Students’ Own Words

• A good definition should have:

1. A linking verb2. A superordinate or category for the word3. Relative clauses that contain a critical

attribute

A ___ is (a) ___ that (is, does) ___.

(Moats, 2005)


Examples

• An eagle is a large bird that soars in the sky, catches small prey, and has been named as the symbol of the United States.

• To yell is to make a loud sound by using one’s voice, such as a scream.

• To be wealthy is to have a lot of material possessions such as money or valuables.

• Something magical is mysterious and related to supernatural forces, charms, or spells.

• To do something curtly is to do it in a rude and abrupt way.


Step 4: Identify opportunities to teach

word learning strategies

•Use of context to determine word meaning•Use of word parts to determine word

meaning


Teaching Use of Context

• Provide direct instruction in how to use the context

• Provide many examples from reading

• Teach students that the context does not always work


How to Teach Context

• Graves’ 4 steps

• Types of context clues– Definition– Description– Synonym– Comparison– Contrast – Example


Teach Word Parts

• Large percentage of words learned after grade 3 are derived from Greek or Latin roots (Carlisle, 2007)

• 60% of unfamiliar words in middle school books are derived words that can be figured out by word parts and context (Nagy & Anderson, 1984)


Word Parts

BASE/ROOT WORDS + SUFFIXES/PREFIXESUndeniable (un - deny - able)

Morphemes: the smallest units of language that convey or modulate meaning

Bound morphemes: cannot stand alone (s, ed, ment)

Free morphemes: can stand alone (cat, walk, govern)


Word Family: port (L. to carry)

portabilityportableportablenessportablyportageportapackportativeportedporterporterageporting

supportsupportablesupportablysupportersupportingsupportive

deportdeportabledeportationdeporteddeporteedeportingdeportment

exportexportableexportationexportedexporterexporting

portfolio

import importableimportabilityimportanceimportantimportantlyimportationimportedimporterImporting

reportreportablereportagereportedreportedlyreporterreporting

transporttransportabletransportabilitytransportationtransportertransportingtransportive


What to Teach

• Prefixes: directly teach 20 most used

• Roots: teach how roots are used, but not a specific list

• Suffixes: teach how suffixes work, but not a specific list


Most Common Prefixes

• un- 26%• re- 14%• in-, im-, il-, ir- 11%• dis- 7%• en-, em- 4%• non- 4%• in-, im- (in) 3%• over- 3%• mis- 3%• sub- 3%• pre- 3%

• inter- 3%• fore- 3%• de- 2%• trans- 2%• super- 1%• semi- 1%• anti- 1%• mid- 1%• under- 1%• ALL OTHERS 3%

p. 96-97


Numerical PrefixesMeaning Greek Latin

one mono uni

two di bi, du, duo

three tri tri

four tetra quad (quart)

five penta quint

six hexa sext

eight octo octo

ten deca deci

hundred cent

thousand kilo mille

part, half hemi semi

many poly multiEbbers, 2006


Step 5: Identify opportunities

to promote word consciousness


Developing an Interest in Words

“Teachers should encourage children to become WORD COLLECTORS, people who

notice new words and scoop them up for their personal

collections when they hear, see or read them.”

National Center on Education and the Economy, 2001

Word-Conscious Schools

• Principal’s “word of the week”

• “New Words” boxes or jars in classrooms

• Conscious use of specific words for multiple exposures


Please use these words in our classroom:___________________________


Word Play

“Words and phrases can simultaneously feel good on the tongue, sound good to the ear, and incite a riot of laughter in the belly. Verbal phenomena such as homophones and homographs; idioms, clichés, and puns; and onomastics (the story of names) offer myriad opportunities for investigating language.” (Graves, 2006)

Word Play Homophones and homographs

Word puns, jokes and riddles

Word games (Scattergories, Outburst, Pictionary, Charades, Password, Scrabble, Boggle)

Word manipulations (anagrams, palindromes)

Word expressions (idioms, proverbs, slang)



Vocabulary Word Walls

• Choose words from content

• Update frequently

• Refer to them on a regular basis


Classroom Reading Materials

• Wide reading: a lot of reading and a lot of topics

• Word conscious classrooms need a wide variety of books and material to read

• Provide opportunities for students to take home books

Coach: An Essential Component


Training Components

Initialtraining

Followup

On-sitecoaches

GuidedPracticeGuidedPractice

SmallGroup

Sharing

SmallGroup

Sharing

ObserveCo-

teach

ObserveCo-

teach

AdminTraining


Professional development topics and instructional materials available:

• The Key Comprehension Routine• The Key Vocabulary Routine• The ANSWER Key to Open Response• Writing Keys to Learning• Literacy Planning K-12

www.keystoliteracy.com

978-948-8511

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©Joan Sedita, The Key Vocabulary Routine Big Ideas PowerPoint By Joan Sedita, M.Ed. .

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