• Share
  • Email
  • Embed
  • Like
  • Save
  • Private Content
Word Up! Vocabulary Instruction in the 21st Century Classroom

Word Up! Vocabulary Instruction in the 21st Century Classroom



This is my presentation to accompany my (one day) Tier 2 and Tier 3 Hello Literacy workshop on vocabulary instruction. Perfect for Common Core, especially if your school is implementing a school-wide ...

This is my presentation to accompany my (one day) Tier 2 and Tier 3 Hello Literacy workshop on vocabulary instruction. Perfect for Common Core, especially if your school is implementing a school-wide vocabulary instruction focus. This workshop includes the work of Marzano, the 6-Step Process, Vocabulary Notebooks, the work of Beck & McKeown, and the creation of Text Talk lessons.



Total Views
Views on SlideShare
Embed Views



103 Embeds 84,349

http://helloliteracy.blogspot.com 53918
http://www.helloliteracy.blogspot.com 21531
http://www.helloliteracy.blogspot.ca 3328
http://helloliteracy.blogspot.ca 1771
http://helloliteracy.blogspot.com.au 797
http://helloliteracy.blogspot.co.uk 360
http://www.helloliteracy.blogspot.com.au 246
http://www.helloliteracy.blogspot.co.uk 219
http://helloliteracy.blogspot.fr 183
http://helloliteracy.blogspot.mx 164
http://helloliteracy.blogspot.co.nz 115
http://www.helloliteracy.blogspot.mx 115
http://talesinadolescentlit.blogspot.com 111
http://helloliteracy.blogspot.jp 106
http://helloliteracy.blogspot.com.es 83
http://helloliteracy.blogspot.kr 80
http://helloliteracy.blogspot.ae 63
http://helloliteracy.blogspot.in 62
http://helloliteracy.blogspot.nl 60
http://www.helloliteracy.blogspot.com.es 57
http://learni.st 57
http://helloliteracy.blogspot.de 49
http://helloliteracy.blogspot.sg 49
http://cloud.feedly.com 49
http://helloliteracy.blogspot.dk 45
http://helloliteracy.blogspot.com.br 39
http://www.helloliteracy.blogspot.fr 38
http://helloliteracy.blogspot.com.ar 37
http://www.helloliteracy.blogspot.kr 34
http://helloliteracy.blogspot.it 32
http://www.helloliteracy.blogspot.co.nz 31
http://helloliteracy.blogspot.be 28
http://www.helloliteracy.blogspot.de 25
http://glencoecharter.weebly.com 25
http://www.helloliteracy.blogspot.nl 19
http://helloliteracy.blogspot.ch 19
http://helloliteracy.blogspot.hk 18
http://www.helloliteracy.blogspot.ie 17
http://www.helloliteracy.blogspot.sg 16
http://www.helloliteracy.blogspot.ru 16
http://www.helloliteracy.blogspot.in 16
http://www.pinterest.com 16
http://www.helloliteracy.blogspot.jp 16
http://helloliteracy.blogspot.tw 16
http://helloliteracy.blogspot.se 15
http://www.helloliteracy.blogspot.no 15
http://helloliteracy.blogspot.pt 14
http://helloliteracy.blogspot.ru 14
http://helloliteracy.blogspot.ie 13
http://www.helloliteracy.blogspot.gr 11


Upload Details

Uploaded via as Adobe PDF

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
Post Comment
Edit your comment

    Word Up! Vocabulary Instruction in the 21st Century Classroom Word Up! Vocabulary Instruction in the 21st Century Classroom Presentation Transcript

    • Word Up! Vocabulary Instruction in the 21st Century Classroom by Hello Literacy
    • Where in the day could word learning occur?
    • Receptive Vocabulary (in) & Expressive Vocabulary (out)
    • “The difference in the number of words known by students with poor vocabularies versus students with rich vocabularies is extensive, grows over time, and becomes apparent early.” (Baker, Simmons & Kameemui, Big IDEAS, University of Oregon)
    • “The extent of oral language is highly correlated with later reading proficiency.” (Bishop &Adams, 1990; Butler, Marsh, Sheppard & Sheppard, 1985; Pikulski & Tobin, 1989; Share, Jorm, MacLean & Matthews, 1984)
    • “Some children decode words fluently and still have reading comprehension problems that seem to stem from language comprehension problems.” (Oakhill, Cain & Yuill, 1998; Yuill & Parkin, 1986)
    • “We use words to think; the more words we know, the finer our understanding is about the world.” (Stahl, 1999)
    • “Comprehension of a text depends crucially on knowledge of specific words that may not be familiar to some students.” (Nagy, 1998)
    • Now What? Directions: For each word, write a sentence and use the word correctly in the sentence. 1. epiphenomenal: having the character of or relating to an epiphenomenon ________________________________________________________ 2. kern: to form or set (as a crop of fruit) ________________________________________________________ 3: stative: expressing a bodily or mental state ________________________________________________________
    • “Definitions, as an instructional device have substantial weaknesses and limitations. Definitions do not teach you how to use a new word and do not effectively convey concepts. Think of it this way: Why isn’t a glossary of biological terms an adequate substitute for a biology textbook?” (Nagy, 1989) “…thus knowing a word cannot be identified with knowing a definition.” (Nagy & Scott, 2000)
    • steps Marzano’s
    • • All these steps in 1 day (5-10 minutes) • Done IN a content area notebook, mixed in with other content area notes • 4 point rubric of understanding • These steps done over several days. • Done outside the notebook • In pairs, groups, at centers, etc. • 4 point rubric of understanding
    • www.kaganonline.com Quiz Quiz trade A Kagan “Structure” A “Game”
    • The Text-Talk Lesson 30 Minutes Read-Aloud (15 minutes) Word Play (15 minutes)
    • A Demonstration Lesson
    • Create “student friendly” definitions • Ask yourself “When do I use this word?” • Use everyday language to explain the meaning. • Keep focused on the central meaning. • Try to include something, someone, or describes in your explanation to clarify how the word is used. Create and use instructional contexts • Contextual meaning for the word that are from the teacher, in a context other than the book. • Instructional contexts are used along with (not • instead of) “student friendly.” Active Engagement & Interaction • It is essential that students begin using a new word immediately, meaningfully, and in multiple contexts. • Examples are: Word Associations, Have You Ever…?, Applause! Applause! , Idea Completions or Open-Ends like “When might…How might…Why might…”
    • Comparing Two Target Words • The sidewalk: paved or amazing? • Taking a walk to look for shells: amazing or exploring? • Michael Phelps 25 gold medals: amazing or paved? Using All Target Words Together
    • Criteria for Selecting Tier 2 Words: Select words are most necessary for comprehension Choose words that can be: • Connected to what students know • Explained with words students know • Will be useful and interesting to students
    • 1. http://turangawaewae.files.wordpress.com/2008/10/flickr-words.jpg 2. http://www.roebuck.herts.sch.uk/pupil-premium/our-school/the-school-day/ 3. http://www.anchorhocking.com/prodd_3586_cat_18_tiered_platters.html 4. Clipart by Melonheadz 5. http://depositphotos.com/1337840/stock-photo-Water-splashing.html Photo Credits More Vocabulary Resources www.helloliteracy.blogspot.com