Vocabulary by Moore Unlocking Secrets to Comprehension
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7/27/2019 Vocabulary by Moore Unlocking Secrets to Comprehension
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Vocabulary: Unlocking theocabulary: Unlocking theocabulary: Unlocking theocabulary: Unlocking theSecret to Comprehensionecret to Comprehension
Just Read Florida Conference 2008
Miami-Dade County Public Schools
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Division of Language Arts/Reading
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ess on ec ves:ess on ec ves:
Utilize M-DCPS FCAT Question Task Cards todemonstrate how vocabulary developmentensures eeper compre ens on
vocabulary instruction
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Kindergarten students vocabulary size is a
school. (Scarborough, 1998)
a significant predictor of reading comprehension
ten years later. (Cunningham & Stanovich, 1997)
Children with restricted vocabulary by third gradehave declining comprehension scores in the later
., , ,
Vocabulary knowledge is highly related to reading
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. , , , ,to Life)
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Vocabulary Comprehension
cognitive process that cannot be
understood without a clear description of
vocabulary instruction play in theunderstanding of what has been read.
NRP, 2000
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a o oa o o
Teach vocabulary early,,
and never stop!
What do we see resentl in schools.
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H d hildd hildow do childrendevelop vocabulary?How do childrendevelop vocabulary?e e op ocabu a ye e op ocabu a yIndirect Learnin Direct Learnin
Engagement in oral
communication
Learning word
meaningsread to them
Reading extensively
strategies
Using reference tools
en y ng wor par s Using context clues
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--VOCABULARY (LA.3-5.1.6.2, 1.6.7, 1.6.8, 1.6.9)
Design a question that requires students to determine the meaning of aword in context, including the use of prefixes, suffixes, root words,multiple meanings, synonyms, antonyms, homonyms, and wordrelationships.
Read this sentence from the passage.
Copy sentence or phrase from passage here.
What does the word _____________________mean?_________
Choose the word that means the SAME as _____________. Choose the word that means the OPPOSITE of _________. What two words best describe the word ._______________
Which two words mean the same/opposite? Which sentence below uses the word ____ the same way as the
story/article?
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c wor as e roo as __________
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e ec ng or s o eace ec ng or s o eac
Words have different levels of utili ty:
Rarely require
instructional
Mature language
Instruction in these
Frequency of use is
quite low. Connected
significantvocabulary increases
subject area ordomain. Bestlearned as the needarises
baby, clock, happy,jump, hop, slide, girl,
coincidence, absurd,fortunate, maintain,
larvae, aphids,isomorphism,
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, , . , . , ,cholesterol , etc.
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ea ng an ar sInstructional Procedure
ea ng an ar sInstructional Procedure
Teacher-Directed Instruction Selected Grade-level Text
Teacher
Planning
Activate/build background knowledge
Preview selection to determine textstructure and text features
Before
Reading
tit le, sub-titles, pictures & captions, sidebar
Select critical vocabulary
Identify a purpose for reading
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MammalsMammalsThe World of Primates:A es and Monke s
The World of Primates:A es and Monke s
Tier 1 Tier 2 Tier 3
fingernails
climb
upright
bored
g on
orangutan
rainforestgor a
social
dangerous
grasslands
mammals
AfricaSouth America
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l in K V l r l in K V l r Ensure Comprehension:
What words should I re-teach?
Ensure Comprehension:
What words should I re-teach?
Select and compile a list of wordsthat are supportive of the storyline
Determine which of these words areade uatel defined in the text primates
Identify the words students can useto determine meaning utilizing
upr g
social
pre xes, su xes, or ase wor s. Choose a key concept word that is
grass an s
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to be pretaught.
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Introduce the word in contextExample: Mammals have warm blood and fur.
rov e s or , s u en - r en y e n onsMammals are warm-blooded animals with hair or fur
that have live births.
Use discussion starters to clarify word meaning
s a ques on o engage s u en s ndiscussion.If a hummingbird has feathers and lays eggs is it a
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mammal?
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Teaching Vocabulary Wordscontinuedeaching Vocabulary WordscontinuedDevelop relationships among words
Antonyms, synonyms, homonymsAre there other words that mean the same (the opposite,or sound the same)?
Provide examples: horse, cat, dog, bear, gerbils,humans, etc.
Semantic mapping, concept maps, etc.
Word jars, student notebooks, vocabulary journals
Provide students with
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What is it?
a s e
Has fur or hair
A warm-blooded animal
What is it different from?
MammalsFish, birds, reptiles,
Gives birth to live
babies
Antonym
amp ans
Feeds milk to its
young
Examples humans apes dogs and cats
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to Assessment
to Assessment
Now its your turn
Refer in your handout packet to M-DCPS
task card to create an FCAT type question
.
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to Assessment
to Assessment
Choose the word that means the SAME as,
.
B. social
C. rimate
D. birds
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Instructional Procedure
Instructional Procedure
Teacher-Directed Instruction Selected Grade-level Text
Reading
re-reading the text for different purposes andto model think aloud process
Teachers should be stopping to model
the think aloud process
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to Assessment
to Assessment
Now its your turn
Refer in your handout packet to M-DCPS
task card to create an FCAT type question
,context clues.
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Context Cluesontext Cluesontext Cluesontext CluesRead these sentences from the passage.
Away from their home, they could get bored andupset. Zoo keepers build special climbing walls, and,
interested.
bored.A. dangerous
. n eres eC. smartD. u set
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ea ng an ar sInstructional Procedure
ea ng an ar sInstructional Procedure
Teacher-Directed Instruction Selected Grade-level Text
After
Reading
Use selection to teach appropriate
strategy/organizer for comprehension
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Why didhe writethis?Authors Intent
Story/Poem
To tell To teach
To entertain with a scar stor , To show effects, similarities/differenceshumorous story)
To share To informTo teach (fable/moral) To give facts
To persuade/convince
To explain
To demonstrate To give an account of(biographies)
To develop (a setting, an idea, a character)
To encoura e
=
AuthorsuthorsPurpose.
Example: Q: Why did the author wri te this artic le?
A: The author wrote this article to give facts about elephants livingin central Africa.
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to Assessment
to Assessment
Why did the author write Mammals, The World
A. to tell where apes and monkeys hang out
B. to entertain the reader about how primatesp ayC. to teach the reader about the world of
primates
D. to tell facts about the gentle giants of WestAfrica
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Select a word from the passage that will lead students
meaning through the use of synonyms and antonymsfor the selected word.
small big
mnscue diminutive
life-sizebulky enormous
pe e undersized
microscopic colossal
mn a ure
Order these words along the continuum shown above. Are there words
below that should be placed beyond small and big? Are there other
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wor s a you cou a ese wor s may er accor ng o
content/situation.)
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to Assessment
to Assessment
Choose the word that means almost the SAME.
A. flatB. horizontal
C. uneven
D. vertical
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W d Jd Jord Jarsord Jarsompoun or s xes omop ones
uprightunlike bored-board
fingernailstreetops
ou ybiggest
amazingly
weg -waythere-their-
theyre
throughout genera yclimbers a - a e
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W d Jd Jord Jarsord JarsMulti le-meanin Descriptive Primate
words Language Words
branch as small as aclimbers
leaves
swingsecond
biggest
grabbing
swing
amazingly fastgentle giants
gibbons
chimpanzees
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Killi T Bi dilli T Bi dilling Two Birdsilling Two BirdsInflectional
Endings
contractions- subjective- climbers,
possessives-
possessive-
their
-
ung es
bored
interested
it smar erbiggest
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oca u ary: n oc ng eSecret to Com rehensionoca u ary: n oc ng e
Secret to Com rehension
Students who are word conscious know many, , .
They are aware of the subtleties of wordmean ng an o e power wor s can ave
Word conscious students enjoy words and
word play and are eager to hear and learn newwords.
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Allen, Janet. 1999. Words, Words, Words: Teaching Vocabulary in Grades 4-12.Strenhouse Publishers. Portland,Maine.
e y, aumann, ames, ame enu , war . . oca u ary ns ruc on: esearc o rac ce. u orPress, New York, NY.
Bear, Donald, Invernizzi, Marcia, Templeton, Shane, & Johnston, Francine. 2004. Pearson, Merrill Prentice Hall.Upper Saddle, New Jersey.
ec , sa e , ucan, n a, c eown, argaret. . r ng ng or s to e: o ust oca u ary nstruct on.Guilford Press. New York, NY.
Brand, Max.2004. Word Savvy: Integrated Vocabulary, Spelling & Word Study Grades 3-6.Strenhouse Publishers.Portland, Maine.
Division of Language Arts/Reading.2000. Wild About Words: A Teachers Desktop Vocabulary Handbook. Miami-Dade County Public Schools.
Fountas, Irene, Pinnell, Gay Su. 1998. Word Matters: Teaching Phonics and Spelling in the Reading/ WritingClassroom. Heinemann. Portsmouth, NH.
Fountas, Irene, Pinnell, Gay Su. 2001. Guiding Readers and Writers Grades 3-6: Teaching Comprehension, Genre,
and Content Literacy. Heinemann. Portsmouth, NH.
http://www.FCRR.org
http://languageartsreading.dadeschools.net
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