Module: Vocabulary Facilitated By: Cheryl Harvey and Rebecca Radicchi Keys to Student Achievement: Best Practices in Teaching This session is based in the Vocabulary “Best Practices” module designed by Metro RESA. How confident do you feel about your vocabulary instruction?  On a scale of 1 – 9, how confident are you about your vocabulary instruction?  Place a post-it on the scale on the wall– 1 is the lowest & 9 is the highest. 1 95 Adapted from Dale, Rasband, Ross, Gardner, & Cunningham, 2004 Essential Questions:  Why is vocabulary instruction so important?  What are exemplary strategies for vocabulary instruction? A little boy was in a relative’s wedding. As he was walking down the aisle, he would take two steps, stop, and turn to the crowd. While facing the crowd, he would put his hands up like claws and roar. So it went, step, step, ROAR, step, step, ROAR, all the way down the aisle. As you can imagine, the crowd was near tears from laughing so hard. The little boy was getting more and more distressed from all the laughing, and he was also near tears. When asked what he was doing, the child sniffed and said, “I was being the Ring Bear!” LEVEL 1 Unknown LEVEL 2 Acquainted LEVEL 3 Established Beck, McKeown, & Omanson, 1987 What level of vocabulary knowledge is evident in this child’s response? • Discuss your response with a partner. • Group leader should be prepared to share with everyone. How do you teach vocabulary? Word knowledge is much more than word identification or even definitional knowledge– “It takes more than definitional knowledge to know a word, and we have to know words in order to identify them in multiple reading and listening contexts and use them in our speaking and writing.” (Allen, 1999) There is an estimated 4,700 word difference in vocabulary knowledge between high- and low- SES. (Nagy and Herman ,1984) Research on the importance of vocabulary instruction: For English language learners the “achievement gap” is primarily a vocabulary gap. (Carlo, et.al., 2004) Vocabulary instruction is one of the essential elements for literacy development for students “at risk.” ( RAND Reading Study Group, 2002, NRP, 2000) Word Knowledge is Multifaceted Know it well, can explain it, use it Know something about it, can relate it to a situation Have seen or heard of the word Do not know the word schema prosody morpheme schwa automaticity diphthong dyslexia Beck, McKeown, & Kucan, 2002 [...]... (related to a specific concept or topic) • Work in groups to sort the words into categories • Encourage students to find more than one category for the vocabulary words • Students then discuss with teacher & peers their rationale for categorizing words Schwartz & Raphael, 1985 What is it? What is it like? To move regularly from one region to another moving around relocating traveling migrate people... Independent Reading  Direct Vocabulary Instruction Vocabulary Instruction Direct teaching of vocabulary can help improve comprehension when we follow these guidelines (Cooper, 1993): • A few critical words are taught • The words are taught in a meaningful context (including nonlinguistic representations) • Students relate the new words to their background knowledge • Students are exposed to the words multiple...Comprehensive Vocabulary Instruction  Rich language learning environment ( including Read-Alouds) • Wide and Varied Independent Reading • Direct Vocabulary Instruction Reading Aloud • Students retain more vocabulary when the teacher explains critical vocabulary terms in context during the reading • Reading a book several times leads to more word learning than reading several... important words to teach • Provide a rationale for your selection • Share! “Which words should I teach? ” • Which words are most important to understanding the text? • How much prior knowledge will students have about the word/concept? • Is the concept significant and therefore requires previewing? • Which words can be figured out from the context? • How can I make repeated exposures to the word/concept... strategies for vocabulary instruction? Background Knowledge “The relationship between vocabulary knowledge and background knowledge is explicit in research.” (Nagy & Herman, 1984; Marzano, 2004; Hart & Risley, 1995) Powerful Zebras HO cold fr ont Word Sorts gist meteorolo hurricanes temperat ure r ete m aro b • Provide students with a set of vocabulary word cards (related to a specific concept or topic) •... eventual success in reading is reading aloud to children." (Becoming a Nation of Readers, 1985) Collaborative Pairs • What are the advantages of reading aloud to students? • How do read-alouds support vocabulary development? Comprehensive Vocabulary Instruction • Rich language learning environment (including Read-Alouds)  Wide and Varied Independent Reading • Direct Vocabulary Instruction Reading Volume... K 2-D or Flat L Straight A plane is a flat surface like the top of my desk A point has no dimension, just a location Group together to make lines A line is a set of points determined by any 2 points Reading with Word Explanation • Read the book/text once with minimal explanation • After an initial reading, we can interrupt up to 8-10 times to explain words while rereading (possibly less, depending... 1.6 51,000 (Allington, 2001; Adapted from Anderson, Wilson and Fielding, 1988.) Independent Reading: Accounts for one-third or more of vocabulary growth • How do you show your students that independent reading is great & joyful? • How do you make independent reading time meaningful? • What obstacles do you need to overcome? Center for the Study of Reading, Urbana, IL Comprehensive Vocabulary Instruction... number with exactly two divisors (factors) Examples 2, 3, 5, 7, 11, 13, 17, Characteristics • 2 is the only even prime number • 0 and 1 are not prime Prime •Every whole number can be written as a product of primes Non-Examples 1, 4, 6, 8, 9, 10 Words Context Predicted Definition Nutrition cereal box Important ingredient in food Ballyhoo billboard ? Confirm To advertise in loud manner MATHEMATICS... times to explain words while rereading (possibly less, depending on length) • With very young children, don’t interrupt more than once per page • Keep explanations simple~ explain only what is needed to understand the content being read in everyday language Four Square Response Term Illustration humidity Definition a degree of wetness especially of the atmosphere Connection . Module: Vocabulary Facilitated By: Cheryl Harvey and Rebecca Radicchi Keys to Student Achievement: Best Practices in Teaching This session is based in the Vocabulary. retain more vocabulary when the teacher explains critical vocabulary terms in context during the reading. • Reading a book several times leads to more word