Reading … Set … Go! Application of Research-Based Instructional Practices Competency 2 Component # 1-013-311 Center for Professional Learning Session 5 Instructor: Carmen S. Concepcion readingsetgo.blogspot.com Fall 2010
Share Investigative Activity www.fcrr.org Share lesson that addresses phonics or word study
Source: Straight Talk About Reading, Susan L. Hall and Louisa C. Moats, Ed.D Skills mastered by …
If a doctor, lawyer, or dentist had 40 people in his office at one time, all of whom had different needs, and some of whom didn't want to be there and were causing trouble, and the doctor, lawyer, or dentist, without assistance, had to treat them all with professional excellence for nine months, then he might have some conception of the classroom teacher's job. ~Donald D. Quinn
Vocabulary T-Chart: Draw a t-chart on a piece of paper. With the person sitting next to you, make a list of things that you find EASY when teaching vocabulary, and things you find HARD.
According to research…. A student who knows a word can recognize it, understand it, and apply that understanding in combinations with other types of knowledge The more students encounter words in MANY different contextual forms, the more they will be able to use those words
Relationship between Vocabulary and Comprehension If word meanings are taught well enough, then students will be able comprehend the material Usual routine.. Introduce words before reading, look up words, write definitions, then read story Students need IN-DEPTH knowledge of words to be able to read the words in many contexts
How to teach vocabulary Teach with a purpose Understand vocabulary acquisition, student’s needs and abilities, and how to facilitate learning Vocabulary words need to be used AFTER reading – during retellings, writing, oral, artistic, and dramatic experiences Connect new words to words they already know
Vocabulary Knowledge Rating How well do you know this word? synesthesia Rate yourself I do not know what this word means. I have come across this word before. I have an idea of this word’s meaning, but I need more help. I know what this word means.
Learning New Vocabulary Pronounce. syn·es·the·siaFind what looks familiar Study examples, not definitions Encourage elaboration Practice
Student-Friendly Examples syn·es·the·sia This morning, I thought I had synesthesia. I heard music while I was eating a banana. People with synesthesia might taste sawdust when they touch velvet. A person with synesthesia might see colors while listening to music.
Encourage Elaboration syn·es·the·sia Do you have synesthesia if, when you eat a banana, you (a) taste oranges or (b) hear Mozart? A person with synethesia might ____ when he or she ____.
The Problem with Definitions syn·es·the·sia A condition in which one type of stimulation evokes the sensation of another, as when the hearing of a sound produces the visualization of a color.
Practice: Definition Map seeing sounds or hearing colors synesthestic She has synesthesia. She hears music when she reads. synesthesia anesthesia
Principles to guide Vocabulary Instruction Principle 1 – Select words that children will encounter while reading literature and content material Principle 2 – Teach words in relation to other words Principle 3 – Teach students to relate words to their background knowledge Principle 4 – Teach words in prereading activities to activate knowledge and use them in postreading discussion, response, and retelling Principle 5 – Teach words systematically and in depth Principle 6 – Awaken interest in and enthusiasm for words
10 Most Important Words Think about your own speaking and writing vocabulary – how do you learn new words? Write down ways in which you learn new words, then share with an elbow partner; revise your list if you wish. Report out your “10 Most Important Words.”
Brainstorm Definition Core Vocabulary Expression Listening or hearing vocabulary Meaning Reading Vocabulary Recognition or sight vocabulary Speaking or oral vocabulary Written vocabulary Morphology Lexicon
What is Vocabulary? Put Reading First (2001) states that vocabulary refers to the words we must know to communicate effectively. Research-Based Practices in Early Reading, defines vocabulary as knowledge of words and word meaning in both Oral and print language And in productive and receptive forms Specifically vocabulary is used to refer to the kind of words that students must know to read increasingly demanding text with comprehension.
Word walls “become a kind of visual scaffolding that provides students with a reference for words they will need for literacy activities and helps them to make the transition to more independent reading and writing.” Mary Rycik, 2002How primary teachers are using word walls to teach literacy strategies. Ohio Reading Teacher, Summer 2002
Teaching with Word Walls Group words in different categories to help students learn to read and spell words independently Select words from a variety of sources Limit the number of words that are added Categorize words in a variety of ways Provide many opportunities for word wall practice
Word Walls… Interactive Student generated ABC order High frequency words Alliteration Word Wall
See It In ActionWord Walls
Your Turn Choose a word wall activity you would implement in your classroom this week. Share with the whole group Why did you choose this type of model? How will the students use it?
readwritethink.org Choose a vocabulary activity Title of lesson Grade level Overview Share with class Lesson Search
For the next class… Read A Focus on Vocabulary and review the strategic activities from this session Respond to the following prompts: List three things you learned today about vocabulary instruction What instructional practice will you MOST likely use in your classroom? Why? What instructional practice would you be LEAST likely to use? Why?