DEMONSTRATING THE IMPORTANCE OF VOCABULARY ENGAGEMENT TO PRE-SERVICE CONTENT AREA TEACHERS...
Transcript of DEMONSTRATING THE IMPORTANCE OF VOCABULARY ENGAGEMENT TO PRE-SERVICE CONTENT AREA TEACHERS...
DEMONSTRATING THE IMPORTANCE OF VOCABULARY ENGAGEMENT TO PRE-SERVICE
CONTENT AREA TEACHERSJacqueline Ingram & Jacquelyn Rust – Sam Houston State University
TCTELA 2015
How can I convey this
to Pre-service
Teachers?Hands on
Cooperative
Visual
Prior knowledge (structural analysis & morphemes)
Unknown vocabulary
Develop concepts
Concept relationships
Use/apply words in context
How was vocabulary presented to you in your Math, Science, and Social Studies
classes?
Teaching and learning words well involves
multiple opportunities to develop word
meanings and learn how words are
conceptually related within the subject
being studied.
Vacca, Vacca, & Mraz, 2011
Look upDefine
MemorizeUse in a Sentence
Challenges faced by Pre-Service Content Teachers in Teaching Vocabulary
◦Level of knowledge of strategies to teach vocabulary
◦Level of literacy knowledge within their content area
◦Time
◦School, district, and state expectations
◦“Isn’t teaching vocabulary the ELAR teacher’s job?”
◦Others?
Social Constructivism
◦Lev Vygotsky (1978)◦Learning is social◦Activate prior knowledge◦Provide supporting structures for learning
Research says…
◦Blachowicz & Fisher (2000):◦Students should be active in
developing their understanding of words and ways to learn them.
◦Students should personalize word learning.
◦Students should be immersed in words.
◦Students should build on multiple sources of information to learn new words through repeated exposure. (p.504)
Research says…◦Marzano (2009) – Use or create
picture associations for concepts and definitions
◦Nagy (1988) – Concepts are best learned through direct, concrete, and purposeful experiences
◦Fisher & Frey (2014) – Prefixes, morphology, fluency, prosody, expression, context clues
◦ Johnson & Johnson (1999) -Cooperative learning outcomes include:◦ retention◦ application and transfer of principles
and concepts◦ verbal development◦ problem-solving◦ creativity◦ divergent thinking ◦ productive controversy◦ awareness and utilization of
individual capabilities◦ the ability to understand and take on
others’ perspectives.
Support for Teaching Content Specific Vocabulary
Receptive Vocabulary-listening and reading
Expressive Vocabulary-speaking and writing
3 Types of Vocabulary
◦General- words used in everyday language (confirm, miscellaneous, determination)
◦Content-Specific- specific meaning in content area (foot/math, culture/biology, current/science)
◦Technical- used only in certain disciplines (iambic pentameter/poetry, dyslexia/reading, isotherm/science)
Support for Teaching Content Specific Vocabulary cont’d
◦“Content area teachers cannot leave development of vocabulary to chance” (Greenwood, 2002; p. 258).
◦“Students shouldn’t be left to their own devices or subjected to the vagaries of a look up-and-define strategy as their only access to understanding the language of an academic discipline” (Vacca & Vacca, 2011; p. 239)
Engaging Pre-Service Teachers
◦“It’s how someone uses the strategy that determines whether it produces great results, mediocre results, or no results at all”(Marzano, 2009).
◦Teach pre-service teachers several ways to teach a strategy.
◦Search and read studies that show a gain in student achievement.
◦Experiment with the strategies and see how it works in a given setting.
◦Teach pre-service teachers through activities and strategies.
LEARNING VOCABULARY
PROCESSES WITH LEGOS
Debrief
Lego Activity◦Word Sort
◦Visual Representation
◦Cooperative Interaction
Vocabulary Development◦Prior knowledge & Forming
concepts
◦Concept relationships & Context
◦Applying newly learned vocabulary
References◦ Blachowicz, C. L. Z., & Fisher, P. (2000). Vocabulary processes. In M. L. Kami, P. B. Mosenthal, P. D.
Pearson, & R. Barr (Eds.). Handbook of reading research (Vol. III, pp. 503-523). Mahwah, NJ: Lawrence Erlbaum.
◦ Fisher, D. & Frey, N. (2014). Content area vocabulary learning. The Reading Teacher, 67, 594-599. doi: 10.1002/trtr.1258
◦ Greenwood, S. C. (2002). Making words matter: Vocabulary study in the content areas. The Clearing House, 75, 258-263.
◦ Johnson, D. W., & Johnson, R. T. (1999). Making cooperative learning work. Theory to Practice, 38, 67-73.
◦ Kane, S. (2011). Literacy and learning in the content areas. Scottsdale, AZ: Holcomb Hathway.
◦ Marzano, R. (2009). Six steps to better vocabulary instruction. Teaching for 21st Century, 67, 83-84.
◦ Nagy, W. E. (1988). Teaching vocabulary to improve reading comprehension. Urbana, IL: National Council of Teachers of English.
◦ Vacca, R. T., Vacca, J. L., & Mraz, M. (2011). Content area reading: Literacy and learning across the curriculum (10th ed.). Boston, MA: Allyn & Bacon.
◦ Vygotsky, L. S. (1978). Mental development of children and the process of learning. In M. Cole, V. John-Steiner, S. Scribner, & E. Souberman (Eds. and Trans.), Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.