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  • 1. Making Words Stick: Vocabulary Instruction for the K-5 Classroom Presented by : Syafril Mulia Class : IV D
  • 2. Do you need to know what the words mean? http://vocabulogblog.blogspot.com/2009/04/pickles-plinth-another-vocabulary-comic.html
  • 3. Thoughts on VocabularyThoughts on Vocabulary What do you think when you hear “vocabulary?”
  • 4. Workshop Agenda What does the research say? Research based strategies ◦ Morpheme Triangle ◦ Semantic Gradient ◦ Ten Important Words Plus ◦ Text Talk Questions & Evaluation
  • 5. Research Says… Teachers should shift focus from individual word knowledge to “word consciousness” (Graves, 2006). Rich vocabulary instruction could add approximately 400 words per year to students’ word knowledge (McKeown, et al, 1985).
  • 6. More Research… 70-80% of comprehension is made up of word meaning (Bromely, 2007). Effective vocabulary strategies are essential for improving comprehension and language skills for diverse students in urban schools (Kieffer & Lesaux, 2007).
  • 7. Morpheme Triangles Word analysis through morpheme study
  • 8. How do morpheme triangles make words stick? Build word consciousness Develop working definitions based on prior knowledge Provide visual support Support ELLs word knowledge Improve reading comprehension (Winters, 2009)
  • 9. More than a definition… Understanding a word is knowing ◦ A literal definition ◦ The relationship with other words ◦ The various forms of the root ◦ The connotation in different contexts (Stahl, 1999)
  • 10. Morpheme Triangle Example im – poss - ible + immature + imperfect + impolite + improbable + impossibility ? improve + possible + possibility ? opossum ? possessed + edible + credible + horrible + terrible + flexible not capable of being chance
  • 11. THINK!THINK! Imagine using this strategy in other content areas.
  • 12. Using Context Clues with Semantic Gradients Making Connections Between Context Clues and Semantic Gradients
  • 13. Why Use Context Clues and Semantic Gradients Together? Current vocabulary instruction may not make the vocabulary-to-comprehension connection. (Greenwood & Flanigan, 2007)
  • 14. ExampleExample • Erin_______________ down the street. • Erin frantically _______________ down the street. • Erin_____________ down the street. She was extremely proud of the award that she had received. Greenwood, S.C., & Flanigan, K. (2007). Overlapping vocabulary and comprehension: Context clues complement semantic gradients. The Reading Teacher, 61(3), 249-254. Raced Sprinted Ran WalkedStrutted Crawled
  • 15. Let’s try it! The teacher was ______________. The teacher was ___________ because the class misbehaved with the substitute. The teacher was ____________ on the last day of school.
  • 16. THINK!THINK! How could you incorporate the strategy with writing?
  • 17. Ten Important WordsTen Important Words PlusPlus Analyzing Text to Select Important Words While Reading Informational Text
  • 18. How can Ten Important Words Plus make words stick? Support students in using context to identify important words Extend understanding of words through further exploration (Yopp & Yopp, 2007)
  • 19. ImplementingImplementing Ten Important Words PlusTen Important Words Plus Introduction and modeling Create class graph Discussion and Summary Explore(prompt cards)
  • 20. Let’s try it out!Let’s try it out!
  • 21. butterfly butterfly wings caterpillar butterfly insects wings caterpillar flower butterfly insects wings caterpillar egg flower butterfly insects wings caterpillar fly egg flower leaves butterfly insects wings caterpillar fly egg flower leaves moth change Butterflies Important Words Graph One sentence summary: _______________________________ Prompt Cards Pink: List synonyms or related words for fly. Green: Write sentences using words from the graph. Yellow: Pick 4 words and draw a picture.
  • 22. 11stst Grade ExampleGrade Example
  • 23. Students hard at work!
  • 24. THINK!THINK! Think of additional prompt cards you would like to try with your students.
  • 25. TextTalkTextTalk Enhancing students’ language through read-alouds that offer questions, discussion and vocabulary study
  • 26. Why use Text Talk to make wordsWhy use Text Talk to make words stick?stick? Word meanings learned early are easier to access later in life (Izura & Ellis, 2002; Turner, Valentine, & Ellis, 1998, as cited in Beck & McKeown, 2007). “Significantly more vocabulary” was learned by students who participated in Text Talk than by students who received read-alouds only. (Beck & McKeown, 2007)
  • 27. Components of Text TalkComponents of Text Talk Texts Complex event structure to build meaning Initial questions Open-ended to allow descriptions, explanations Follow-up questions Repeat/rephrase thoughts for elaboration Pictures Generally, saved for after discussion Vocabulary Direct attention and discussion after reading
  • 28. Procedures for Text TalkProcedures for Text Talk Planning  Select text  Make notes: questions, pictures, vocabulary During reading  Initial and follow up questions  Pictures, if appropriate After reading  Vocabulary instruction
  • 29. Suggested TitlesSuggested Titles Abiyoyo. Pete Seeger (1986) Alexander and the wind-up mouse. Leo Lionni (1969) Amos and Boris. William Steig (1971)
  • 30. THINK!THINK! Think about a thematic book that you could use with the Text Talk Strategy.
  • 31. More ways to make words STICK!
  • 32. Questions & Evaluations

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