Your SlideShare is downloading. ×
0
Session 6
Session 6
Session 6
Session 6
Session 6
Session 6
Session 6
Session 6
Session 6
Session 6
Session 6
Session 6
Session 6
Session 6
Session 6
Session 6
Session 6
Upcoming SlideShare
Loading in...5
×

Thanks for flagging this SlideShare!

Oops! An error has occurred.

×
Saving this for later? Get the SlideShare app to save on your phone or tablet. Read anywhere, anytime – even offline.
Text the download link to your phone
Standard text messaging rates apply

Session 6

1,198

Published on

Published in: Education, Technology
0 Comments
1 Like
Statistics
Notes
  • Be the first to comment

No Downloads
Views
Total Views
1,198
On Slideshare
0
From Embeds
0
Number of Embeds
2
Actions
Shares
0
Downloads
28
Comments
0
Likes
1
Embeds 0
No embeds

Report content
Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
No notes for slide
  • Miami to Tallahassee is 480.78 miles  
    Miami to Cuba -it is 90 miles from the end of Florida (Key West) to Cuba; Key West is about 130 miles from Miami; so it is about 220 - 230 miles from Miami to Cuba (about 200 nautical miles).

    Year 1870 Henry and Charles Lum purchase 165 acres on South Beach for 75 cents acre for the purpose of planting and harvesting coconuts.
    Year 1896 John Collins arrives from New Jersey to survey his land on Miami Beach.
    Year 1913 Carl Fisher arrives in Miami Beach. He too has a vision for the island--a city existing in an of itself - not as an adjunct to the established city of Miami across the bay.
    YELLOW SUBMARINE lyrics (Lennon/McCartney) In the town where I was born Lived a man who sailed to sea And he told us of his life In the land of submarines So we sailed up to the sun Till we found the sea of green And we lived beneath the waves In our yellow submarine We all live in a yellow submarine Yellow submarine, yellow submarine We all live in a yellow submarine Yellow submarine, yellow submarine
    International Reading Association: April Orlando
    Florida Reading Association

  • 3:00 partner
  • Have Participants read pages 3 – 11 of the PREl : A Focus on Vocabulary”.
    Discuss the reading
    Chart “ Key ideas” either whole group or individually.
    Have participants fill in the blanks on Handout S7- 2 as you review the highlights of vocabulary research from Slide S7- 6.
  • Have participants turn to a shoulder partner and discuss how any or all of these points impact their instruction of vocabulary. Do these trends surprise them? Why or why not?
  • This is a list of ways to asses vocabualry growth. Ask the participants to read the suggestions. Does this make sense and is it a process they could easily integrate with their current vocabualry activities? How? Share out.
  • Share with class
  • Ask for verbal reflections, confirmations, implications for instruction.
  • Have participants read quote.

    Share their thoughts on how this quote relates to their classroom practice.

    Much recent research has confirmed that students who read widely and often, especially starting at a young age, experience the highest vocabulary growth.
  • Have participants read quote.

    Share their thoughts on how this quote relates to their classroom practice.

    Much recent research has confirmed that students who read widely and often, especially starting at a young age, experience the highest vocabulary growth.
  • Introduce vocabulary with definitions that are more complex before reading the material.

    Teaching students how to learn meanings by themselves. Some specific word learning strategis include:
    Use of other reference material,
    Use of word parts to decipher unfamiliar words, and
    Use of context clues to figure out meanings.
  • Explain to participants that these are specific strategic activities they may choose to use with their students.

    Briefly go through the activities for their orientation and explain that they will be choosing two or three to use in the classroom.

    Group according to candy choice, explain how
  • Scaffolding
  • Transcript

    • 1. Competency 2 Component # 1-013-311 Center for Professional Learning Session 6 Instructor: Carmen S. Concepcion readingsetgo.blogspot.com Application of Research-Based Instructional Practices Reading … Set … Go
    • 2. Who’s In the Room?  Drove the furthest to get here?  Born west of the Mississippi?  Knows whether Miami is closer to Tallahassee or to Cuba?  Knows who planned Miami Beach?  Been an educator for under 5 year? 5 to 10 years? 11 to 20 20 years? 20 and over?  Is in education as a second career?  Knows the words to “Yellow Submarine?  Has attended an IRA or FRA conference?  Knows what fcrr.org stands for? (in education)
    • 3. Share Investigative Activity  List three things you learned 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?
    • 4. Key Ideas 1. A Focus on Vocabulary 2. What is Vocabulary? 3. The Importance of Vocabulary to Reading Comprehension 4. How Many Words Do Students Need to Know? 5. What Does It Mean to “Know a Word?
    • 5. Why Teach Vocabulary?  Vocabulary is important in oral reading instruction.  Word knowledge is critical to comprehension.  “Beginning readers use their oral vocabulary to make sense of the words they see in print. Readers must know what most words mean before they can understand what they are reading.”
    • 6. Interesting Research Facts  Research demonstrates that children learn most words indirectly, through reading, writing, listening, and talking.  We have 2 mental vocabularies: phonological (we use when we listen and talk) and orthographic ( we use when we read and write).  By age 6, most children have an oral vocabulary of up to 14,000 words.  High school graduates know 45,000 words.  Until 30, we learn about 3,500 new words a year, for a total of about 100,000 words.  The fact that an individual’s vocabulary may increase from 14,000 words at age 6 to 100,000 words as an adult means many words are learned through active language use rather than explicit instruction.  Children who do not think about or use a word after initial instruction are unlikely to add it to their vocabulary repertoire.
    • 7. Vocabulary Trends  First– grade children from higher socioeconomic groups know about twice as many words as lower socioeconomic children.  High–knowledge third graders have vocabularies about equal to lowest performing 12th graders  High school seniors near the top of their class know about four times as many words as their lower-performing classmates.  Once established, differences in vocabulary knowledge appear difficult to ameliorate.
    • 8. Assessing Vocabulary We could ask the child to :  Read the word and circle a picture of it.  Look at a picture and circle the word for it.  Read the word and circle a definition.  Read the word and circle a synonym.  Read the word and circle an antonym.  Read the word in context and circle a definition, synonym, or antonym.  Read a sentence and write the missing word.  Read a sentence and supply the missing word orally.  Read the word and draw a picture or tell about it.  Read the word and put it in a category.  Find the word in a category in which it doesn’t belong.
    • 9. Eight Guidelines for Vocabulary Instruction  Extended periods of instructional time must be devoted to vocabulary growth.  Students should have multiple exposures to a word to learn it well.  Independent reading should be encouraged and facilitated.  Words important to the understanding of the text (passage-critical words) should be directly taught.  Word learning must be active.  Word study activities facilitate vocabulary growth.  Relating new words to students’ background experiences contribute to vocabulary growth.  Phonic analysis, structural analysis, and contextual
    • 10. Vocabulary Growth  Teachers need to devote instructional time to vocabulary growth.  Extended periods of time devoted to vocabualry instruction will ensure better understanding of words.  Read aloud to students and discuss the selection before, during, and after you read.  Teachers should foster word consciousness and encourage students to play with words by engaging them in word play.
    • 11. Importance of Reading & Vocabulary? “You can’t build a vocabulary without reading. You can’t make friends if you never meet anybody, but stay with yourself all of the time. In the same way, you can’t build up a vocabulary if you never meet any new words. And to meet them, you must read. The more you read, the better. A book a week is good, a book every other day is better, a book a day is still better. There is no upper limit. Keep on reading. Keep on meeting unfamiliar words on printed pages. Keep on getting acquainted with the faces of words.”
    • 12. Independent Reading Teachers should encourage and facilitate independent reading. W.E. Nagy, 1988, Teaching vocabulary to improve reading comprehension Amount of Time Spent Reading and Reading Achievement of 5th graders What are the implications for instruction? Percentile Rank Minutes of Reading Per Day Estimated of words read year 98 90 70 50 20 10 90.7 40.4 21.7 12.9 3.1 1.6 4,733,000 2,357,000 1,168,000 601,000 134,000 51,000
    • 13. Passage Critical Words  Teachers should directly teach passage-critical words.  Teachers do not need to teach every unknown word.  Teach the words important to the understanding of the text or words that students are likely to encounter again.  This is in contrast to the grade level word list method which is predominate in schools because this method treats all word as if they are integral to the understanding to text.  Teach only 8 or 10 words per week.
    • 14. Analyzing Words Video Clip
    • 15. Strategic Activities for Vocabulary growth Vocab Bookmark Predicting the message Concept Definitions Map Word Chain Analogy Theater SHOW AND TELL Word Bank
    • 16. For the next class…  Read: FLaRE Professional Paper – Vocabulary  Complete GIST Summary
    • 17. GIST Summary  Read 3-5 paragraphs of text.  Capture a summary in a sentence of exactly 20 words.  Repeat with the next 3-5 paragraphs. The second gist statement becomes a combination of the material in the first gist statement and the new material. However, the second statement is still limited to exactly 20 words.

    ×