Exploding the vocabulary teaching the words students need for success

2,526 views
2,248 views

Published on

Going one step beyond direct instruction of vocabulary, exploding the vocabulary is the way you can teach over 1600 words per year.

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

No Downloads
Views
Total views
2,526
On SlideShare
0
From Embeds
0
Number of Embeds
2
Actions
Shares
0
Downloads
72
Comments
0
Likes
4
Embeds 0
No embeds

No notes for slide

Exploding the vocabulary teaching the words students need for success

  1. 1. Exploding the Vocabulary: Teaching the Words Students Need for Success<br />Keith Pruitt, Ed.S.<br />Words of Wisdom<br />Educational Consulting<br />www.woweducationalconsulting.com<br />
  2. 2. Agenda<br /><ul><li>Activating the Learning
  3. 3. How Many Words are Needed?
  4. 4. The Connection with Comprehension
  5. 5. Academic Purpose
  6. 6. Beck’s Method
  7. 7. Building Schema
  8. 8. Exploding the Vocabulary
  9. 9. Prefixes, Suffixes, Roots</li></li></ul><li>I’m now going to tell you everything I know about life.<br />This won’t take long.<br />
  10. 10. 2 Minute Word Drill<br />Make as many words as possible in 2 minutes from the following letters.<br />B, D, H, M, N, P, C, K<br />A, O, I<br />
  11. 11. Of the 100,000+ words in the English language, only the 2,000 most frequent words (General Service List) are necessary for students to understand at least 80% of daily conversation and writing. If students know…, in conjunction with 570 high frequency academic words found on the AWL (Coxhead), they may understand close to 90% of academic text. (Nation, 2002).<br />
  12. 12. Write down the words in the following reading that your students would need to have explained.<br />The extrapolations led city officials to believe 24% of residents in the south side would be adversely affected by the release of carcinogenic gases from the plant. Thus they determined Hygene, Inc. to be a public hazard and suspended their operating license.<br />Turn and Talk<br />
  13. 13. The Underlined words seem natural choices for teaching.<br />Write down the words in the following reading that your students would need to have explained.<br />The extrapolations led city officials to believe 24% of residents in the south side would be adverselyaffected by the release of carcinogenic gases from the plant. Thus they determined Hygene, Inc. to be a public hazard and suspended their operating license.<br />
  14. 14. How about these words and phrases?<br />Write down the words in the following reading that your students would need to have explained.<br />The extrapolations led city officials to believe 24% of residents in the south side would be adversely affected by the release of carcinogenic gases from the plant. Thus they determined Hygene, Inc. to be a public hazard and suspended their operating license.<br />
  15. 15. How Many Words Do Students Need?<br />…the number of new words students learn, especially in the primary grades, is about 3,000 new words per year (Baumann & Kameenui, 1991; Beck and McKeown, 1991; Graves, 1986). From Vocabulary Acquisition: Synthesis of the Research, Baker, Simmons, Kameenui, US Office Special Education, <br />
  16. 16. One must be drenched in words, literally soaked in them, to have the right ones form themselves into the proper pattern at the right moment.— Hart Crane<br />From Inside Words, Janet Allen, p.1<br />
  17. 17. ESL students rely more heavily on direct instruction than native speakers.<br />Goulden, Nation, Read, 1990<br />How can I instruct enough words to make a difference?<br />
  18. 18. The Connection With Comprehension<br />
  19. 19.
  20. 20. I Am Reef<br />By Linda Hoyt<br />I am reef<br />Laden with coral in wild wonderful shapes<br />Undersea illusions of antler, tree, or bulging brain<br />Reef-building polyps grow and connect<br />Urchin and anemone skeletons on limestone<br />Spreading my reach<br />Layer upon layer<br />Enormous underwater city<br />Plants and sea creatures crowd halls and tunnels<br />Seeking refuge<br />Raising their young<br />Seeking their prey<br />Coral reef<br />Huge specter of strength<br />I am reef.<br />from Interactive Read-Alouds, 4-5, Hoyt, 2007, p. 196<br />
  21. 21. I Am Reef<br />By Linda Hoyt<br />I am reef<br />Laden with coral in wild wonderful shapes<br />Undersea illusions of antler, tree, or bulging brain<br />Reef-building polyps grow and connect<br />Urchin and anemone skeletons on limestone<br />Spreading my reach<br />Layer upon layer<br />Enormous underwater city<br />Plants and sea creatures crowd halls and tunnels<br />Seeking refuge<br />Raising their young<br />Seeking their prey<br />Coral reef<br />Huge specter of strength<br />I am reef. from Interactive Read-Alouds, 4-5, Hoyt, 2007, p. 196<br />
  22. 22. People’s knowledge of any topic is encapsulated in the terms they know that are relevant to the topic. The more students understand these terms, the easier it is for them to understand information they may read or hear about the topic. The more terms a person knows about a given subject, the easier it is to understand—and learn—new information related to that subject.<br /> --Marzano and Pickering<br />Building Academic Vocabulary Teacher’s Manual, Marzano and Pickering, 2005, p.2-3<br />
  23. 23. Academic<br />Purpose: Using Words<br />To Teach Concepts<br />What is a Soutache?<br />
  24. 24. What are some ways I could teach the word Soutache to students?<br /><ul><li>Could just tell them- so exciting.
  25. 25. I could have them look it up.
  26. 26. I Could tell them, show them, and have them make one.</li></li></ul><li>A narrow herringbone patterned braid used as trim.<br />
  27. 27. For each of the following tell your conversation partner to which content area each of these words belong.<br />The more a student knows of these the more successful a student will be academically.<br /><ul><li>Supernova
  28. 28. Ventricle
  29. 29. Depreciation
  30. 30. Outlier
  31. 31. Polyunsaturated
  32. 32. Cyclone
  33. 33. Mercantilism
  34. 34. Photosynthesis</li></li></ul><li>Tell Your Partner What This <br />Statement Means.<br />The Person Who Does All the Work in the Classroom Has All the Memories.<br />The Brain Friendly Classroom, Love and Logic<br />
  35. 35. What does this glass of milk have to do with the word intolerance?<br />Taken from Inside Words, Janet Allen, p.21<br />
  36. 36. Tools Students Can Use to Learn Words<br /><ul><li>Dictionaries
  37. 37. Working with the Context
  38. 38. Extensive Reading
  39. 39. Thesaurus Plus Dictionary
  40. 40. Internet Tools
  41. 41. Vocabulary Cards</li></li></ul><li>Focus on Vocabulary 1: Bridging Vocabulary<br />Pearson Longman<br />
  42. 42. What is my level of understanding?<br />I don’t know this word.<br />Seen or heard the word before, but not sure of meaning.<br />I understand when I hear or see word, but don’t know how to use in writing or speaking.<br />I know word and can use it in writing and speaking.<br />Used in Focus on Vocabulary, Pearson Longman<br />
  43. 43. Beck, McKeown, Kucan<br />Vocabulary must first be orally introduced.<br />Vocabulary is not grade specific.<br />Words must be explained, not defined.<br />Must be contextualized.<br />Multiple usages in a meaningful context (8-10).<br />Create Schema (visual representation)<br />Students reflect with each other<br />Three Tiers of Vocabulary<br />
  44. 44. Working With Vocabulary<br />Explain<br />Restate<br />Show<br />Discuss<br />Refine and Reflect<br />Apply and Learning Games<br />Robert Marzano, Building Background Knowledge<br />
  45. 45. Explain<br />Putting words in terms students already know.<br />How would you explain to students the word comforting?<br />
  46. 46. Comforting- Something or someone that is comforting makes you feel good when you are sad or hurt.<br />Beck & McKeown, Elements of Reading Vocabulary, Steck Vaughn, 2004<br />Further explain by putting the word in a context.<br />A warm cup of tea is comforting when my throat hurts.<br />My dog feels comforting when I am hurt.<br />
  47. 47. Provide purpose for reading<br />Glossary terms are highlighted<br />Terms are defined for the students in words they can understand<br />Pearson Longman, Keystone, Level E<br />
  48. 48. Working With Vocabulary<br />Explain<br />Restate<br />Show<br />Discuss<br />Refine and Reflect<br />Apply and Learning Games<br />Robert Marzano, Building Background Knowledge<br />
  49. 49. Using Vocabulary Journals<br />Have students create journals<br />Words<br />Schema<br />Explanations<br />Reflections<br />Consultations<br />
  50. 50.
  51. 51.
  52. 52. Working With Vocabulary<br />Explain<br />Restate<br />Show<br />Discuss<br />Refine and Reflect<br />Apply and Learning Games<br />Robert Marzano, Building Background Knowledge<br />
  53. 53. Do Not Under-estimate the power of a picture.<br />The Heart of the Tulip<br />By Keith Pruitt<br />
  54. 54.
  55. 55.
  56. 56. Exaggerate<br />Beck and McKeown, Elements of Reading Vocabulary, Steck Vaughn, 2004<br />
  57. 57. scheming<br />The cats were scheming against the birds.<br />
  58. 58. Working With Vocabulary<br />Explain<br />Restate<br />Show<br />Discuss<br />Refine and Reflect<br />Apply and Learning Games<br />Robert Marzano, Building Background Knowledge<br />
  59. 59. The Beauty of Peer Collaboration<br />
  60. 60. Working With Vocabulary<br />Explain<br />Restate<br />Show<br />Discuss<br />Refine and Reflect<br />Apply and Learning Games<br />Robert Marzano, Building Background Knowledge<br />
  61. 61. Reflection allows a refinement of understanding. It permits the memory file to be adjusted to incorporate new understandings.<br />
  62. 62. Working With Vocabulary<br />Explain<br />Restate<br />Show<br />Discuss<br />Refine and Reflect<br />Apply and Learning Games<br />Robert Marzano, Building Background Knowledge<br />
  63. 63.
  64. 64. Exploding The Vocabulary<br />
  65. 65. <ul><li>Through direct instruction, 5-8 words/week
  66. 66. Adds approximately 160 words to reading/writing vocabularies.
  67. 67. If we take the connective words for those five… look what happens.</li></li></ul><li>A Word Tree Starts with Base Word<br />So work becomes<br />Works<br />Worker<br />Worked<br />Working<br />Will Work<br />Labor<br />Job<br />Employment<br />Exert<br />Lazy<br />
  68. 68. Using Word Tree<br />Those five words have become @50 words.<br />Now in 32 weeks we have instructed 1600 words.<br />Students may gain another 320-600 words via reading.<br />Now we have exploded the vocabulary by a maximum of 2200 words in 32 weeks.<br />In the traditional program 640 words are instructed, but only 64-120 of them are learned. And emphasis is on spelling.<br />
  69. 69. You Try It<br /><ul><li>Here are some common words taught. What other words may we teach in conjunction with these:</li></ul> Glimmer<br /> Vast<br /> Artistic<br /> Disturb<br />
  70. 70. Prefixes<br />Un-, re-, in-, dis- are the most common prefixes and when students have learned their meanings, they can learn more than 1500 words easily.<br />Start instruction with un-<br />Read a selection… <br />Explain that un carries the opposite meaning of the word to which it is added.<br />
  71. 71. Prefixes<br />UN-<br />Which of these are prefixes and which are not?<br />Unemployed<br />Uncle<br />Unstable<br />Unbroken<br />Unicorn <br />Unhealthy<br />Unlucky<br />United<br />
  72. 72. Prefixes<br />Re-<br />Can mean back or again<br />Which are these? And which are not a prefix?<br />Rearrange<br />Refund<br />Reply<br />Review<br />Refrigerator<br />Relocate<br />Reporter<br />Rewrite<br />
  73. 73. Roots<br />Here are some common roots and their meanings. What words could be taught? Give two examples of each.<br />Dict= say<br />Duct=lead<br />Fac/fec=do, make<br />Ject=throw<br />Loc=place<br />Meter=measure<br />Micro=small<br />Phon=sound<br />Photo=light<br />Port=carry, take<br />Press=press<br />Scrib=write<br />Sens=feel<br />Spec=look<br />Struct=build<br />Tele=far<br />Tract=drag, pull<br />Vis/vid=see<br />Voc=voice, call<br />
  74. 74. transfer<br />transferred<br />transferable<br />transference<br />translucent<br />http://www.betterendings.org/homeschool/Words/Root%20Words.htm<br />Trans-<br />Across, through, on the other side, beyond<br />
  75. 75. From Vocabulary Power, Pearson Longman<br />
  76. 76. The Most Valuable Assets You Can Give Your Students Are <br />WORDS<br />
  77. 77. Thank<br />You<br />Keith Pruitt<br />Words of Wisdom<br />Educational<br />Consulting<br />www.woweducationalconsulting.com<br />

×