Session 5

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  • Ask participants to identify the 10 Most Important Words to their content-area or words they believe are essential for students to know for a particular unit.
  • Session 5

    1. 1. Reading … Set … Go!<br />Application of Research-Based Instructional Practices <br />Competency 2<br />Component # 1-013-311<br />Center for Professional Learning<br />Session 5<br />Instructor: Carmen S. Concepcion<br />readingsetgo.blogspot.com<br /> Fall 2010<br />
    2. 2. Psychological Profile<br />
    3. 3. Share Investigative Activity<br />www.fcrr.org<br />Share lesson that addresses phonics or word study<br />
    4. 4. Source: Straight Talk About Reading, Susan L. Hall and Louisa C. Moats, Ed.D<br />Skills mastered by …<br />
    5. 5. 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. <br /> ~Donald D. Quinn <br />
    6. 6. Vocabulary<br />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. <br />
    7. 7. According to research…. <br />A student who knows a word can recognize it, understand it, and apply that understanding in combinations with other types of knowledge<br />The more students encounter words in MANY different contextual forms, the more they will be able to use those words<br />
    8. 8. Relationship between Vocabulary and Comprehension<br />If word meanings are taught well enough, then students will be able comprehend the material<br />Usual routine..<br />Introduce words before reading, look up words, write definitions, then read story<br />Students need IN-DEPTH knowledge of words to be able to read the words in many contexts<br />
    9. 9. How to teach vocabulary<br />Teach with a purpose<br />Understand vocabulary acquisition, student’s needs and abilities, and how to facilitate learning<br />Vocabulary words need to be used AFTER reading – during retellings, writing, oral, artistic, and dramatic experiences <br />Connect new words to words they already know<br />
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    11. 11. Vocabulary Knowledge Rating<br /> How well do you know this word?<br />synesthesia<br /> Rate yourself<br />I do not know what this word means.<br />I have come across this word before.<br />I have an idea of this word’s meaning, but I need more help.<br />I know what this word means.<br />
    12. 12. Learning New Vocabulary<br />Pronounce. syn·es·the·siaFind what looks familiar<br />Study examples, not definitions<br />Encourage elaboration<br />Practice<br />
    13. 13. Student-Friendly Examples<br />syn·es·the·sia<br />This morning, I thought I had synesthesia. I heard music while I was eating a banana. <br />People with synesthesia might taste sawdust when they touch velvet. <br />A person with synesthesia might see colors while listening to music.<br />
    14. 14. Encourage Elaboration<br />syn·es·the·sia<br />Do you have synesthesia if, when you eat a banana, you (a) taste oranges or <br /> (b) hear Mozart?<br /> A person with synethesia might ____ when he or she ____.<br />
    15. 15. The Problem with Definitions<br />syn·es·the·sia<br /> 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. <br />
    16. 16. Practice: Definition Map<br />seeing sounds or hearing colors<br />synesthestic<br />She has synesthesia. She hears music when she reads.<br />synesthesia<br />anesthesia<br />
    17. 17. Principles to guide Vocabulary Instruction<br />Principle 1 – Select words that children will encounter while reading literature and content material<br />Principle 2 – Teach words in relation to other words<br />Principle 3 – Teach students to relate words to their background knowledge<br />Principle 4 – Teach words in prereading activities to activate knowledge and use them in postreading discussion, response, and retelling<br />Principle 5 – Teach words systematically and in depth<br />Principle 6 – Awaken interest in and enthusiasm for words<br />
    18. 18. 10 Most Important Words<br />Think about your own speaking and writing vocabulary – how do you learn new words?<br />Write down ways in which you learn new words, then share with an elbow partner; revise your list if you wish.<br />Report out your “10 Most Important Words.”<br />
    19. 19. Brainstorm Definition <br />Core Vocabulary<br />Expression<br />Listening or hearing vocabulary<br />Meaning<br />Reading Vocabulary<br />Recognition or sight vocabulary<br />Speaking or oral vocabulary<br />Written vocabulary<br />Morphology<br />Lexicon<br />
    20. 20. What is Vocabulary? <br />Put Reading First (2001) states that vocabulary refers to the words we must know to communicate effectively.<br />Research-Based Practices in Early Reading, defines vocabulary as knowledge of words and word meaning in both<br />Oral and print language<br />And in productive and receptive forms<br />Specifically vocabulary is used to refer to the kind of words that students must know to read increasingly demanding text with comprehension.<br />
    21. 21. 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.”<br />Mary Rycik, 2002How primary teachers are using <br />word walls to teach literacy strategies. <br />Ohio Reading Teacher, Summer 2002<br />
    22. 22. Teaching with Word Walls<br />Group words in different categories to help students learn to read and spell words independently<br />Select words from a variety of sources <br />Limit the number of words that are added<br />Categorize words in a variety of ways<br />Provide many opportunities for word wall practice<br />
    23. 23. Word Walls…<br />Interactive <br />Student generated<br />ABC order<br />High frequency words<br />Alliteration Word Wall<br />
    24. 24. See It In ActionWord Walls<br />
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    33. 33. Your Turn<br />Choose a word wall activity you would implement in your classroom this week.<br />Share with the whole group <br />Why did you choose this type of model?<br />How will the students use it?<br />
    34. 34. readwritethink.org<br />Choose a vocabulary activity<br />Title of lesson<br />Grade level<br />Overview<br />Share with class<br />Lesson Search<br />
    35. 35. For the next class…<br />Read A Focus on Vocabulary and review the strategic activities from this session <br />Respond to the following prompts:<br />List three things you learned today about vocabulary instruction<br />What instructional practice will you MOST likely use in your classroom? Why?<br />What instructional practice would you be LEAST likely to use? Why?<br />

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