Post on 12-Jan-2016
description
Enhancing Vocabulary Instruction
Secondary Curriculum, Instruction, and
Assessment
Session Goals1. Discuss strategies in which vocabulary is
acquired and retained.
2. Explain important features of vocabulary instruction.
3. Model strategies for teaching vocabulary to secondary students.
Background
• Students need multiple (40-57) exposures to new vocabulary to truly internalize it (Vogt, 2009)
• Students should be active in developing their understanding of words and ways to learn them (Blachowicz & Fisher, 2000)
• Students should be immersed in words (word walls, personal dictionaries) (Blachowicz & Fisher, 2000)
Show What You Know!
http://www.online-stopwatch.com/
Determining Prior Knowledge (AVID, p. 20)
Show What You Know!
Check Your Answers:
1.) 5.)
2.) 6.)
3.) 7.)
4.) 8.)
High School VocabularyHow do students learn and retain Academic
Vocabulary? (AVID, p. 34, 36)
• regular practice, immersion• word games
Regular Practice/Immersion
Create Word Walls
-different categories,
concepts, text words
-include NLR
(Marzano)
Review Frequently
-in sentences
-point out in
readings
Word Games
Play Games Take online
voc. quizzes
http://www.freerice.com/
http://quizlet.com/subject/english/http://sheppardsoftware.com/web_games_vocab.htm
Regular Practice/Immersion Strategies
• Word Walls• Morphemic Analysis• Word Maps
Word WallsA display area in the classroom strictly devoted
to high-frequency vocabulary that will be used/is being used during the course of a particular unit of study.
• Interactive• Related to Writing/Reading activities• Across content areas
Word Walls
Interactive
Evolving
Student Centered
Purposeful
Relevant
Word Walls:Academic Vocabulary
When should students learn and retain Academic Vocabulary? (AVID, p. 34)
Every time students read a text:• Teacher: previews text to determine key words
that students will learn.• Students: record unknown words in their notes
or student handout – “Keeping Track of New Vocabulary” (AVID, p. 40).
Morphemic Analysis of Word Parts
• Requires students to break multisyllabic words into meaningful parts.
• Determines the meaning of the word by analyzing the meaning of its parts.
• Combines the meanings of the word parts to form the meaning of the unknown word.
• Increases recognition of prefixes, suffixes, and root words.
• Handout available: “Morphemic Analysis” H.O., #7
Morphemic Analysis of Word Parts Map
Word
Your Sentence using the Word
Parts + Meaning
Word Maps
• Graphic organizers, like the Frayer Model, used to define words and later used as a study tool.
• Pre-Reading Strategy to introduce key vocabulary words
• www.visuwords.com
Word Maps• Allow for an examination of semantic
categories that are critical for understanding a text or lesson. – Categories can be used to:
– introduce words that will appear in the text or lesson– discuss the power of words as enhancers of or
deterrents to text comprehension.
• Hand-out #16
Sample Word Map
Explicit Instruction: A Three-step Process
I Do: Model/think aloudWE Do: Guided PracticeYOU Do: Monitored independence practice (Archer, Isaacson, & Peters, 1998)
•
Texas Education Agency 19
Word Maps are effective for Special Populations because they can be:
• Included pictures and words, appropriate for students with lower levels of proficiency.
• Completed cooperatively, providing needed interaction.
• Used as an assessment tool.
Adapted from: Building Connections in the Content Areas through Sheltered Instruction
Word Maps are effective for Special Populations because they :
• Provide details about the term or concept through the characteristics of the word.
• Use examples and non-examples to provide clarity.
• Allow clarifications to be made in the student’s native language (ELL).
• Help students better understand content concepts.
“VOCAB” aka “BINGO”
The traditional way:• Teacher reads aloud the definition.• Students mark the word on VOCAB card
(s).Modification:• Teacher calls out vocabulary word • Students match it with picture/visual
(example of figurative language)
• Source: http://print-bingo.com/bingo-cards-custom.php
Crossword Puzzles
• Clues can be definitions or applications for vocabulary words.
• Word searches are useful for ELLs to pay close attention to the spelling of new words.
• Assignments can be completed independently, in small groups, whole group or for homework.
• http://puzzlemaker.discoveryeducation.com/
Literary Devices
Across2. Uses the five senses to describe setting/character/etc
7. Direct comparison between two unlike things10. The use of words to imitate sound or rhythm
11. Comparison between two unlike things that states one thing is like another12. A brief scene that goes back in time
13. The repetition of initial consonant sounds14. How the reader feels
Down1. Helps reader predict outcomes
3. Implied or indirect reference to something outside the story/poem4. An extreme exaggeration
5. Giving human qualities to a non-human/inanimate object6. Using an object or an idea to represent something else
8. How the author feels9. Author's word choice
14 of 14 words were placed into the puzzle. Created by Puzzlemaker at DiscoveryEducation.com, sponsorship by Scotch.
Swat it! / Spot Light
• Vocabulary competition• List or pictures of vocabulary are
projected/written on the board.• How:
– Two students participate at a time.– Teacher calls out definition.– Student who “swats” or “spot lights” the term first
earns a point.
Let’s Play “Swat It”!
Free Morpheme Analogy
Derivatives Bound Morpheme
Morpheme NLR
Acrostic Word Immersion
Texas Education Agency 27
FoldablesAdapted from: Building Connections in the Content Areas through Sheltered Instruction
Exit Ticket
Think of the strategies and techniques shared today and the pre-assessment you completed earlier.
Write down something youwill incorporate within the next two weeks.
TheSecondary Literacy
Curriculum, Instruction, and Assessment Department
wants to
THANK YOU!