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Vocabulary and comprehension techniques powerpoint presentation v2


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  • 1. Vocabulary and Comprehension Techniques
    May 6, 2011
    Marcia Luptak
  • 2. Four Components of Reading
  • 3. Vocabulary
    Largest predictor of college success
    Number of exposures = ownership
  • 4. Vocabulary
    Critical Features of Vocabulary Instruction
  • 5. Words to Teach
    Academic Word List (AWL)
    Tier 2 Words
    All students who need vocabulary can work on the same words since they are academic vocab.
  • 6. Assessment
    WMT – Word Meaning Test (oral)
    Breadth– number and kinds of word meanings known
    Depth – flexibility of knowledge (rubric)
    1. never heard it before
    2. heard it, but don’t know what it means
    3. kind of know it
    4. know it well
  • 7. Problems with Traditional Teaching Strategies
    Context Clues
    The pedionomite was struck by lightning.
    The pedionomite was reserved, but friendly.
    What does pedionomite mean?
    A pedionomite is a person who lives on a plain.
    Research shows that context clues are not an effective way to teach vocabulary.
  • 8. Problems with Traditional Teaching Strategies
    Dictionary Definitions
    Dictionary definitions are not necessarily clear.
    Also, there may be multiple meanings and students do not know which one to choose.
    When students used dictionaries to create sentences:
    63% of the sentences were judged “odd” and
    60% were judged “unacceptable.” (Isabel Beck)
  • 9. Pre- and Post Tests
    Establish – something that is stable all ready
    Potential – what somdoby or something has to do something
    Respond – is the respond that you give to a question
  • 10. Knowledge Rating Scale
  • 11. Direct, Explicit Instruction
    use direct instruction to introduce the word meanings
    solicit examples from students to illustrate the words across different contexts
    utilize: to make (good) use of; to make the most of
  • 12. Quadrant Chart
  • 13. Low Impact Exercises
    highly supportive and have only 1 correct answer
    context is supplied, so not as personal or rigorous
  • 14. High Impact Exercises
    explore meaning in more depth
    open-ended, so students develop own contexts
  • 15. Sentence Completions
    Something that I can do adequately (but not outstandingly) is _____________.
    Something that I am awkward at is _____________________________.
    One family rule my parents established when I was young was ____________.
    Try it: Use a word from the work bank to write a statement.
  • 16. Read-and-Respond
    Sample questions :
    words – utilize, challenge, adequate, considerable.
    What are some of the challenges in recycling plastic?
    How can you utilize your recycling bin more effectively?
    Should we spend considerable time thinking about how we can adequatelyutilize our resources?
  • 17. Yes/No – Why?
    Is it customary to feel inadequate if our potential is not met?
    Does it feel awkward to appeal to someone for money, even if it’s for a humane reason?
    When someone doesn’t respond to you, does it make you feel as if you’ve vanished?
    Try it: Use a word from the work bank to write a question.
  • 18. Similarities and Differences
    Instruction should emphasize differences as well as similarities among word meanings.
    Try It
    How are these words similar and different?
    Lie Misconception Fabrication Perjury
  • 19. Makes Sense?Martin, L. Adult Learning Resource Center,
    The “E” on the fuel gauge in my car indicates that my car is almost out of gas.
    The “E” on the fuel gauge in my car indicates that my car has plenty of gas.
    The “E” on the fuel gauge in my car indicates that my car is full of gas.
    Try it: Use a word from the work bank to write a statement.
  • 20. Quick Write/TalkMartin, L. Adult Learning Resource Center,
    Example Prompts
    What do you do consistently?
    What is something that you analyze regularly?
    See also Vocabulary Power
  • 21. Examples and Non-ExamplesBeck, I., McKeown, M., & Kucan, L. (2002). Bringing Words to Life: Robust Vocabulary Instruction (pp.74-75). New York, NY: The Guilford Press.
    Example: consistent
    Javier always comes to work on time.
    Javier usually comes to class on time.
    Try it: Use a word from the word bank above and write two sentences. One should reflect the meaning of the word, and the other should not.
  • 22. Describing Pictures
    Try it: Using the words below, write sentences that describe the picture.
  • 23. Independent Word Practice (advanced vocabulary practice)
    The Conversation Game
    Apples to Apples
    10,000 Pyramid
    **will be demonstrated after workshop**
  • 24. Writing Assignments
    Example: Do you think your current neighbors would welcome the opportunity to get to know each other better? Write an essay telling why or why not. Use at least three vocabulary words.
  • 25. Raising Vocabulary AwarenessStahl, S.A., & Nagy, W.E. (2006). Teaching Word Meanings. Mahwah, NJ: Lawrence Erlbaum Associates.
    word of the week/ day
    word wall
    word spotting – where did you hear/see words outside of class (write down for homework)?
    tracking vocabulary progress (vocabulary journal, quizzes, word knowledge charts)
  • 26. Other Activities
    vocabucks for students who use vocabulary in class (prizes)
    word sorts/ word categories
    teaching morpheme patterns: prefixes, suffixes, roots
    semantic maps
    semantic features analysis
    extensive reading
  • 27. Comprehension
    Bader reading assessment
    Use comprehension questions to assess student understanding
  • 28. Factors to consider:
    Matching the level of the text to the learner’s instructional reading level
    Choosing materials that are interesting and purposeful for the reader and suitable for adults
    Choosing materials that lend themselves to the strategies that will be taught
    Selecting a variety of text types and structures; starting with the most familiar to the reader (e.g., narrative). But need to expose students to more expository texts.
  • 29. Teaching Strategies:
    Model, guided practice, whole class on easy reading (lowest reading level in class)
    Practice in groups according to level to work on reading at their level
    Teach one group of students who need help with a particular strategy while other students work independently, applying a strategy already learned
  • 30. Sources of materials:
    Six Way Paragraphs.
    Fry Readability Chart (online)
    Can contact publisher to find out reading level of material.
  • 31. Goals
    connecting sentences to form ideas
    relating ideas to what they already know
    recognizing when an idea is missed and knowing what to do
  • 32. Comprehension Strategies and Activities
    Teach fewer strategies and teach them well
    Summarization and questioning are the 2 strongest techniques
  • 33. Summarizing
    What is the topic of the paragraph? what is the paragraph about? what is the focus?
    What is the most important point the author makes about the topic?
  • 34. Questioning
    Way for learners to integrate information from the text
    e.g., Earhart disappeared on a flight around the world.
    What happened to Earhart?
    What was she on when she disappeared?
    NOT: Where did she disappear? (answer not in the statement)
  • 35. Combining Summarizing and Questioning
    Susan Perez Demo
  • 36. K-W-L
    Helps students to draw connections between what they read in a text and their own knowledge and experiences
  • 37. Text Structures
    Help students to see how ideas in the text relate to one another
    Cause and Effect
    Compare and/or Contrast
    Try It
  • 38. Fix-Up Strategies
  • 39. Text Marking Strategy
    use text marking especially to monitor reading – check for understanding
    use a limited number of symbols – easier for students to use
    also monitor if the question is answered later in the text
    Try It
  • 40. Retelling
    Follows order of the original text
    Has more details
    What do you remember about the passage?
  • 41. Questions?