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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.


  • 1. 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
    Fall 2010
  • 2. Psychological Profile
  • 3. Share Investigative Activity
    Share lesson that addresses phonics or word study
  • 4. Source: Straight Talk About Reading, Susan L. Hall and Louisa C. Moats, Ed.D
    Skills mastered by …
  • 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. 
    ~Donald D. Quinn
  • 6. 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.
  • 7. 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
  • 8. 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
  • 9. 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
  • 10.
  • 11. Vocabulary Knowledge Rating
    How well do you know this word?
    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.
  • 12. Learning New Vocabulary
    Pronounce. syn·es·the·siaFind what looks familiar
    Study examples, not definitions
    Encourage elaboration
  • 13. Student-Friendly Examples
    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.
  • 14. Encourage Elaboration
    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 ____.
  • 15. The Problem with Definitions
    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.
  • 16. Practice: Definition Map
    seeing sounds or hearing colors
    She has synesthesia. She hears music when she reads.
  • 17. 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
  • 18. 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.”
  • 19. Brainstorm Definition
    Core Vocabulary
    Listening or hearing vocabulary
    Reading Vocabulary
    Recognition or sight vocabulary
    Speaking or oral vocabulary
    Written vocabulary
  • 20. 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.
  • 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.”
    Mary Rycik, 2002How primary teachers are using
    word walls to teach literacy strategies.
    Ohio Reading Teacher, Summer 2002
  • 22. 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
  • 23. Word Walls…
    Student generated
    ABC order
    High frequency words
    Alliteration Word Wall
  • 24. See It In ActionWord Walls
  • 25.
  • 26.
  • 27.
  • 28.
  • 29.
  • 30.
  • 31.
  • 32.
  • 33. 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?
  • 34.
    Choose a vocabulary activity
    Title of lesson
    Grade level
    Share with class
    Lesson Search
  • 35. 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?