Making Words Stick PPT
description
Transcript of Making Words Stick PPT
Making Words Stick:Vocabulary Instruction
for the K-5 Classroom
Presented by: Erin Espinoza Kathryn Jones Alicia Hoover Kristal Tuck
UNC-Charlotte Graduate Students
Do you need to know what the words mean?
http://vocabulogblog.blogspot.com/2009/04/pickles-plinth-another-vocabulary-comic.html
Thoughts on Thoughts on VocabularyVocabulary
What do you think when you hear
“vocabulary?”
Workshop Agenda
What does the research say?
Research based strategies◦Morpheme Triangle◦Semantic Gradient◦Ten Important Words Plus◦Text Talk
Questions & Evaluation
Research Says…Teachers should shift focus from
individual word knowledge to “word consciousness” (Graves, 2006).
Rich vocabulary instruction could add approximately 400 words per year to students’ word knowledge (McKeown, et al, 1985).
More Research…70-80% of comprehension is
made up of word meaning (Bromely, 2007).
Effective vocabulary strategies are essential for improving comprehension and language skills for diverse students in urban schools (Kieffer & Lesaux, 2007).
Morpheme Triangles
Word analysis through morpheme study
How do morpheme triangles make words stick?
Build word consciousnessDevelop working definitions
based on prior knowledgeProvide visual supportSupport ELLs word knowledgeImprove reading comprehension
(Winters, 2009)
More than a definition…Understanding a word is knowing
◦A literal definition
◦The relationship with other words
◦The various forms of the root
◦The connotation in different contexts(Stahl, 1999)
Morpheme Triangle Example
im – poss - ible
+ immature
+ imperfect
+ impolite
+ improbable
+ impossibility
? improve
+ possible + possibility
? opossum ? possessed
+ edible
+ credible
+ horrible
+ terrible
+ flexible
not
capable of being
chance
THINK!THINK!Imagine using this strategy in other content areas.
Using Context Clues with Semantic
Gradients
Making Connections Between Context Clues and Semantic
Gradients
Why Use Context Clues and Semantic Gradients
Together?
Current vocabulary instruction may not make the vocabulary-to-comprehension connection.
(Greenwood & Flanigan, 2007)
ExampleExample
• Erin_______________ down the street.• Erin frantically _______________ down the street.• Erin_____________ down the street. She was
extremely proud of the award that she had received.
Greenwood, S.C., & Flanigan, K. (2007). Overlapping vocabulary and comprehension: Context clues complement semantic gradients. The Reading Teacher, 61(3), 249-254.
Raced Sprinted Ran Walked Strutted Crawled
Let’s try it!The teacher was ______________.
The teacher was ___________ because the class misbehaved with the substitute.
The teacher was ____________ on the last day of school.
THINK!THINK!How could you incorporate the strategy with writing?
Ten Important Ten Important Words PlusWords Plus
Analyzing Text to Select Important Words While Reading Informational Text
How can Ten Important Words Plus make words stick?
Support students in using context to identify important words
Extend understanding of words through further exploration
(Yopp & Yopp, 2007)
Implementing Implementing Ten Important Words PlusTen Important Words Plus
Introduction and modelingCreate class graphDiscussion and SummaryExplore(prompt cards)
Let’s try it out!Let’s try it out!
butterfly
butterfly
wings caterpillar
butterfly
insects
wings caterpillar
flower
butterfly
insects
wings caterpillar
egg flower
butterfly
insects
wings caterpillar
fly egg flower
leaves
butterfly
insects
wings caterpillar
fly egg flower
leaves moth change
Butterflies Important Words Graph
One sentence summary: _______________________________Prompt Cards
Pink: List synonyms or related words for fly.Green: Write sentences using words from the graph.
Yellow: Pick 4 words and draw a picture.
11stst Grade Example Grade Example
Students hard at work!
THINK!THINK!Think of additional prompt cards you would like to try with your students.
Text TalkText Talk
Enhancing students’ language through read-alouds that offer questions, discussion and vocabulary study
Why use Text Talk to make Why use Text Talk to make words stick?words stick?Word meanings learned early are
easier to access later in life (Izura & Ellis,
2002; Turner, Valentine, & Ellis, 1998, as cited in Beck & McKeown, 2007).
“Significantly more vocabulary” was learned by students who participated in Text Talk than by students who received read-alouds only. (Beck & McKeown, 2007)
Components of Text TalkComponents of Text Talk
Texts Complex event structure to build meaning
Initial questions Open-ended to allow descriptions, explanations
Follow-up questions
Repeat/rephrase thoughtsfor elaboration
Pictures Generally, saved for after discussion
Vocabulary Direct attention and discussion after reading
Procedures for Text TalkProcedures for Text TalkPlanning Select text Make notes: questions, pictures, vocabulary
During reading Initial and follow up questions Pictures, if appropriate
After reading Vocabulary instruction
Suggested TitlesSuggested TitlesAbiyoyo. Pete Seeger (1986)
Alexander and the wind-up
mouse. Leo Lionni (1969)
Amos and Boris. William Steig (1971)
THINK!THINK!Think about a thematic book that you could use with the Text Talk Strategy.
More ways to make words STICK!
Questions & Evaluations