Quote of the Day “Exposure to varied vocabulary, extended discourse, and cognitively and...

Quote of the Day“Exposure to varied vocabulary, extended

discourse, and cognitively and linguistically stimulating environments were highly predictive of kindergarten

literacy and that kindergarten scores, in turn, were highly predictive of reading

comprehension and vocabulary scores in fourth and seventh grades”

~Scott, 2004

Week ElevenVocabulary Learning and

InstructionApril 6, 2009

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Objectives Objectives We will be able to:

Participate in a book clubReflect upon the use of book clubs as

teaching toolsIdentify types of vocabulary acquisitionIdentify types of vocabulary instruction



AgendaAgenda Overview (3 min)Housekeeping (10 min)

AnnouncementsAssignments, Final Exam Date, Thanksgiving; Field Trip

Book Club: A Central Theme (20 min)How does your book address issues of social justice and human

dignity?Flossie and the Fox (30 min)

The story; Discussing dialect and instructional strategiesVocabulary: Mini-lecture (20 min)Break (10 min)Vocabulary Learning Centers (55 min)Role playing: Advocating for vocabulary development (25 min)Coming Attractions (5 min)



AgendaAgenda Overview (3 min)

Housekeeping (10 min)Announcements

Assignments, Final Exam Date, Thanksgiving; Field Trip

Book Club: A Central Theme (20 min)How does your book address issues of social justice and human dignity?

Flossie and the Fox (30 min)The story; Discussing dialect and instructional strategies

Vocabulary: Mini-lecture (20 min)Break (10 min)Vocabulary Learning Centers (55 min)Role playing: Advocating for vocabulary development (25 min)Coming Attractions (5 min)



AssignmentsLast thing due for your New Literacy project: response to a colleague’s blog: Due November 12thLesson plan reflection: Due November 19th

Focus on learning - what did you and your students learn from this lesson? Really evaluate the process

Final Notebook Entry: Due November 26thAn update on your mid-semester notebook entry: What’s changed? What are you walking away with?A synthesis of your learning - your chance to reflect on your learning in the course

Final participation log: Due December 3rd - remember it’s more than just what you’re doing. You are observing, noting, analyzing, questioning, synthesizing, evaluating

Final Exam DateWednesday, December 10, 7:45 am - 9:45 am1 hour with me, 1 hour with Khalel

Thanksgiving

AnnouncementsQuickTime™ and aTIFF (Uncompressed) decompressorare needed to see this picture.


AnnouncementsAssignments, Final Exam Date, Thanksgiving; Field Trip

Book Club: A Central Theme (20 min)How does your book address issues of social justice

and human dignity?Flossie and the Fox (30 min)

The story; Discussing dialect and instructional strategiesVocabulary: Mini-lecture (20 min)Break (10 min)Vocabulary Learning Centers (55 min)Role playing: Advocating for vocabulary development (25 min)Coming Attractions (5 min)



Book Club - A Central ThemeHow does your book help us explore issues of social justice and human dignity?

•Take 3 minutes to jot down your ideas about the central question •Share your book club responses with your group

•Group 1: Lindsay, Lauren K., Kayla, Mandie, Ashley•Group 2: Stefanie M., Kelly F. Sarah N., Nina, Rebecca•Group 3: Megan, Jody, Kelly N., Stefanie O., Heather•Group 4: Lisa, Katie, Lauren D., Brittany

•Reflection on book clubs with group:–What are the benefits of book clubs?–What are the drawbacks of book clubs?–How would you use them in your class?–What did you learn from participating in a book club?–What kind of culture do you need to set up in your class?–How would you manage book clubs in your class?

•Class Discussion - share out




AnnouncementsAssignments, Final Exam Date, Thanksgiving; Field

TripBook Club: A Central Theme (20 min)

How does your book address issues of social justice and human dignity?

Flossie and the Fox (30 min)The story; Discussing dialect and

instructional strategiesVocabulary: Mini-lecture (20 min)Break (10 min)Vocabulary Learning Centers (55 min)Role playing: Advocating for vocabulary development (25

min)Coming Attractions (5 min)



Flossie and the Fox

Listening to the storyAs you listen, think about the reading on using Flossie and

the Fox. What do you think is valuable about the three different activities? What might be difficult about using the three activities? Note your thoughts

DebriefThe value of different languages and dialectHonoring vs. Dishonoring languageCode switching

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Flossie and the Fox (30 min)The story; Discussing dialect and instructional

strategies

Vocabulary: Mini-lecture (20 min)Break (10 min)Vocabulary Learning Centers (55 min)Role playing: Advocating for vocabulary development (25




Literacy Framework: Vocabulary

AbstruseCheck for understanding: “Fist to Five”Show if you know the meaning:

Fist: I have never seen or heard this word before3 fingers: I think I may have heard of this word or at least know a

similar word5 fingers: I can tell you the definition of this word and use it in a

sentence



AbstruseContext:

“Besides, in our day, the very ABC has become a science greatly too abstruse to be any longer taught by pointing a pin from letter to letter.”~Nathaiel Hawthorne, The House of Seven Gables

Word parts:Latin abstrudere, to hideAbs, ab-, away + trudere, push

Dictionary: Abstruse (ab-stroos) adj. recondite

Dictionary:Abstruse (ab-stroos) adj. difficult to understand



Vocabulary LearningIndirect Word Learning

Read aloudsExtensive ReadingConversation/Oral Language PracticeIncidental

Word Learning StrategiesContext cluesDictionary/Reference BooksWord parts/origins



Vocabulary Learning Categories of words

IdiomsHomophonesHomographsAntonyms/SynonymsParts of speech

Specific Word LearningOften done before reading a textOften in content area instructionUse extended instruction (beyond giving the definition)

Movements, sentences, analogies, examplesGive repeated exposure

Word walls, class dictionaries, word gamesHow to choose

ImportantUseful Difficult



BreakBreak

Return at: 10:50Return at: 10:50






strategiesVocabulary: Mini-lecture (20 min)Break (10 min)

Vocabulary Learning Centers (55 min)Role playing: Advocating for vocabulary development (25




Vocabulary Learning CentersUsed for extended practice and repeated

exposureWhile at centers:

Think about what students would learn from participating in this center

Think about what might be difficult about using this center (from a teacher and/or student point of view)

Groups:Brittany, Stefanie O., Kelly N., Lauren K.Rebecca, Katie, Lindsay Megan, Ashley, Sarah N., JodyNina, Kayla, Mandie, Stefanie M.Lisa, Kelly F., Heather, Lauren D.



The Topic from A to Z

Choose a text set that is of interest to your group. Using the text set, search for a word that you think is important for the

topic. Each group member will need to record the word they are working on

BEFORE beginning work on his or her book page, so as to avoid duplicate pages.

As you near the end of the book, you will likely want to see what letters are left, and search specifically for words beginning with those letters.

Print your word at the top of your page. Write a definition of the word. If you use the same words as an author to

describe the word, put the definition in quotation marks, followed by (author’s last name, page number).

Write a sentence using the word. Draw an illustration that matches your sentence.

Name that Dino! (primary version)

Choose two or three cards with red words that describe the dinosaur you want to create.

Flip the cards over to see the word roots written in blue. Combine the word roots to create a new dinosaur name. Draw your dinosaur, being sure to accurately reflect the

characteristics it is named for. Print the name of your dinosaur on your paper. (optional) write the “equation” for your dinosaurs name, including

the roots, what they mean, and where they came from. (optional) Write a few sentences describing your dinosaur. Be

sure to mention all of the characteristics referred to in its name.

It’s All Relative Select a set of related words. With your partner or group, place the words along a meaning

continuum, based on their nuanced meanings. Place the words, in order, in the pocket chart. Check your work, revising if necessary. Record the words and the definitions your group comes up with

for them, in order, in your notebooks. You may use a dictionary at this stage if necessary, but you may NOT copy the definition (see procedures below).

Based on your definitions, revise your order as necessary.

Word Sorts Read through the word cards related to your text set with your

partner or group. Discuss the meanings. If there are any words you don’t know, use the text set to try to

find their meanings (remember, try using the index or table of contents).

Decide how you want to sort the words: Which words go together? Will you use any of them as headings? Do you need to create headings? Are there any words that don’t fit? Be sure that everyone in your group understands and can explain the organization.

Find new words in the books and your text sets and add them to your organization scheme. You may need to add new headings or subheadings, or you may need to rethink your organization.

Idioms: Figurative vs. Literal

Choose an idiom from the listWrite a complete sentence using the

idiomDraw a line down the middle of your

paperOn one side, draw a literal picture of the

idiom; one the other, draw its figurative meaning

Vocabulary Learning CentersUsed for extended practice and repeated exposureWhile at centers:

Think about what students would learn from participating in this center

Think about what might be difficult about using this center (from a teacher and/or student point of view)

Groups:Brittany, Stefanie O., Kelly N., Lauren K.Rebecca, Katie, Lindsay Megan, Ashley, Sarah N., JodyNina, Kayla, Mandie, Stefanie M.Lisa, Kelly F., Heather, Lauren D.

Debrief: Each group will share their responses about the last center they visited



Agenda•Agenda Overview (3 min)•Housekeeping (10 min)•Announcements•Assignments, Final Exam Date, Thanksgiving; Field Trip•Book Club: A Central Theme (20 min)•How does your book address issues of social justice and human dignity?•Flossie and the Fox (30 min)•The story; Discussing dialect and instructional strategies•Vocabulary: Mini-lecture (20 min)•Break (10 min)•Vocabulary Learning Centers (55 min)

•Role playing: Advocating for vocabulary development (25 min)•Coming Attractions (5 min)



Role-Play ProtocolIn groups of 2, choose a role play to act

outDecide who will be the teacher and who

will be the person seeking adviceDebrief the process: What was done

well? What was hard?Switch role-plays and switch roles

Role-Play DebriefVolunteers to role play?What did you learn from the situation?What did you feel good about?What was hard?How has your understanding of

vocabulary changed from the beginning of class?






strategiesVocabulary: Mini-lecture (20 min)Break (10 min)Vocabulary Learning Centers (55 min)Role playing: Advocating for vocabulary development (25

min)

Coming Attractions (5 min)



Coming Attractions - Week 11: Writing Everyone reads:

Gibbons: Chapter 4: Writing in a Second Language Across the Curriculum Jigsaw:

Tompkins, Chapter 2: pp. 57-73 - K/1st teachers Tompkins, Chapter 13, pp. 416-424 - 2nd/3rd teachers Tompkins, Chapter 14, pp. 431-443 - 4th/5th teachers

In the Field: Continue working with your focus students Remember to record your activities and reflections on your participation log and attach any lesson plans you

use (templates on Angel under handouts) Due Wednesday, 11/12:

Your response to one of your colleague’s New Literacy blogs Notebook entry (bring to class): Pick a chapter from your book club book. If you were to read that book aloud,

what vocabulary words would you focus on to teach before hand? Draft a mini-lesson that introduces the words, allows for extended interaction with the words, and plan for repeated exposure.

Upcoming due dates 11/19: Final version of your lesson plan and your reflection 11/26: Final notebook entry 12/3: Final participation log

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