Expanding Vocabulary<br />By: Amber Schultz, Jennifer Zalar, Lauren Galvin, Shauna Kime, Amy VanDyke, and Allison Pickard<...
Quote by Pat Cunningham:<br />“The number of words in your meaning vocabulary store is directly related to how much you re...
5 Key aspects of Vocabulary(Sedita, 2005)<br />1.) Encourage wide reading- Read, Read, Read!<br />2.) Expose students to h...
Three Tiers of Vocabulary (Beck, 2002)<br />Tier One- Basic Vocabulary that rarely requires direct instruction<br />Sight ...
Three Tiers of Vocabulary (Beck, 2002)<br />Tier Two- High frequency words that occur in mature language situations such a...
Three Tiers of Vocabulary (Beck, 2002)<br />Tier Three- low-frequency words that occur in specific domains<br />These word...
The Bunny Hop!<br />Let's do the Bunny Hop!<br />Directions:<br />Right foot kick two times<br />Left foot kick two times<...
Agenda<br />Introduction and PowerPoint presentation<br />Chair activity<br />Article activity<br />Center 1<br />Center 2...
References<br />Beck, L. I., McKeown, M. G., & Kucan, L. (2002).  Bringing words to life: 		Robust vocabulary instruction....
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Expanding Vocabulary Presentation

  1. 1. Expanding Vocabulary<br />By: Amber Schultz, Jennifer Zalar, Lauren Galvin, Shauna Kime, Amy VanDyke, and Allison Pickard<br />
  2. 2. Quote by Pat Cunningham:<br />“The number of words in your meaning vocabulary store is directly related to how much you read. Children who read the most have the biggest vocabularies. Children who read only when they are assigned something to read have smaller vocabularies.”<br />Socioeconomic status also shows the same correlation.<br />
  3. 3. 5 Key aspects of Vocabulary(Sedita, 2005)<br />1.) Encourage wide reading- Read, Read, Read!<br />2.) Expose students to high-quality oral language<br />3.) Promote word consciousness<br />4.) Teach word meaning directly<br />5.) Teach independent word-learning strategies, including the use of context clues, the use of word parts, and the efficient use of the dictionary<br />Incorporate multimodalities!<br />
  4. 4. Three Tiers of Vocabulary (Beck, 2002)<br />Tier One- Basic Vocabulary that rarely requires direct instruction<br />Sight words, nouns, verbs, adjectives, and early reading words<br />There are about 8,000 word families in this tier<br />Ex: book, girl, sad, run, dog, orange<br />
  5. 5. Three Tiers of Vocabulary (Beck, 2002)<br />Tier Two- High frequency words that occur in mature language situations such as adult conversation and literature<br />Usually taught through direct instruction<br />There are about 7,000 word families in this tier<br />Ex: masterpiece, fortunate, industrious, measure, benevolent<br />
  6. 6. Three Tiers of Vocabulary (Beck, 2002)<br />Tier Three- low-frequency words that occur in specific domains<br />These words are usually introduced when a specific need arises<br />The remaining 400,000 words in English occur in this tier<br />Ex: economics, isotope, asphalt, Revolutionary War, crepe<br />
  7. 7. The Bunny Hop!<br />Let's do the Bunny Hop!<br />Directions:<br />Right foot kick two times<br />Left foot kick two times<br />Hop forward once<br />Hop backward once<br />Hop forward three times<br />
  8. 8. Agenda<br />Introduction and PowerPoint presentation<br />Chair activity<br />Article activity<br />Center 1<br />Center 2<br />5 minute break<br />Center 3<br />Center 4<br />Closing<br />Review 5 points of vocabulary instruction<br />Taboo!<br />Mail questions<br />
  9. 9. References<br />Beck, L. I., McKeown, M. G., & Kucan, L. (2002).  Bringing words to life: Robust vocabulary instruction. New York, New York: The Guilford       Press.<br />Boushey, G., & Moser, J. (2009). The café book: Engaging all students in daily literacy assessment and instruction. Portland, Maine:       Pembroke Publishers.<br />Sedita, J. (2005). Effective vocabulary instruction: Insights on Learning Disabilities, 2(1), 33-45.<br />

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