Blended Vocabulary: Digital Tools & More!
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Blended Vocabulary: Digital Tools & More!
- 1. Blended Vocabulary: Digital Tools and More! ANGELA PEERY, ED. D. DRANGELAPEERY@GMAIL.COM @DRANGELAPEERY
- 2. Let’s Connect…. Website: drangelapeery.com Facebook: Dr. Angela Peery Twitter: @drangelapeery and #blendedvocab Slideshare: slideshare.net/AngelaPeery1 Amazon: tinyurl.com/jdnpres
- 3. Available now! Free copy to be given away at the end of this session
- 4. Elementary version out in July 2017 Secondary version out in December 2017
- 5. Goal Setting and Personalization What would you like to understand better by the end of this session? What would you like to do differently in teaching vocabulary in the coming year?
- 7. 30 million word gap (preschool) lack of background knowledge mothers’ educational level connected to reading comprehension the gap grows over time… writing and speaking achievement in all disciplines Robert Pondiscio (2014) notes, “To grow up as the child of well- educated parents in an affluent American home is to hit the verbal lottery.”
- 8. Levels of Knowing a Word 1. No knowledge of the word—never heard or saw it 2. May have heard the word, but don’t really know what it means 3. Can make general associations with the word and recognize it within context (receptive) 4. Have a rich understanding of the word and can use it in speaking and writing (expressive) Edgar Dale, 1965
- 9. Rank These Words… Enigmatic Lachrymose Cupidity Peignoir Verbosity Flumadiddle Hircine Fete Kerflooey Sempiternity Palliative Selenology Heptad Foist Condesplaining Pedantic Guanciale Microvolunteerism Natter Huitlacoche Blurbification Wistful Mostarda Caterwaul
- 10. Learn New Words! Dictionary.com – word of the day via email WordSpy.com Wordnik.com
- 11. A New Model of Effective Vocabulary Instruction
- 12. R. Marzano, 2004 (six steps) I. Beck, 2013 (robust vocabulary instruction) M. Graves, 2006 (four components)
- 15. What Words To Teach?
- 17. Selecting Words (Collaboratively) Name the unit of study Tier 1 Tier 2 Tier 3 Teach, teach, teach!
- 18. Sort the Words 1 After the next big rain storm, put your boots on and go outside. Look at the water dripping from your roof. Watch it gush out of the drainpipes. You can see water flowing down your street too. Water is always flowing. It trickles in the brook near your house. Sometimes you see water rushing along in a stream or in a big river. Water always flows downhill. It flows from high places to low places, just the way you and your skateboard move down a hill. Sometimes water collects in a low spot in the land – a puddle, a pond, or a lake. The water’s downhill journey may end there. Most of the time, though, the water will find a way to keep flowing downhill. Because water flows downhill, it will keep flowing until it can’t go any lower. The lowest parts of the earth are the oceans. Water will keep flowing until it reaches an ocean. Dorros, A. Follow the Water from Brook to Ocean, 1993
- 19. Sort the Words 2 Great whirling storms roar out of the oceans in many parts of the world. They are called by several names—hurricane, typhoon, and cyclone are the three most familiar ones. But no matter what they are called, they are all the same sort of storm. They are born in the same way, in tropical waters. They develop the same way, feeding on warm, moist air. And they do the same kind of damage, both ashore and at sea. Other storms may cover a bigger area or have higher winds, but none can match both the size and the fury of hurricanes. They are earth’s mightiest storms. Like all storms, they take place in the atmosphere, the envelope of air that surrounds the earth and presses on its surface. The pressure at any one place is always changing. There are days when air is sinking and the atmosphere presses harder on the surface. These are the times of high pressure. There are days when a lot of air is rising and the atmosphere does not press down as hard. These are times of low pressure. Low- pressure areas over warm oceans give birth to hurricanes. Lauber, P. Hurricanes: Earth’s Mightiest Storms, 1996
- 20. Remember… “Teachable moments are important; however, they will not be sufficient for students to engage in complex texts. Rather, we will have to be much more strategic about word learning than our previous standards or instructional guidelines have acknowledged.” S. Neuman & T. Wright, All About Words
- 23. Chrome Extension: Google Dictionary
- 25. Great Sites Freerice.com Prepfactory.com Dictionary.com (word of the day email) Wordspy.com
- 26. Free Rice
- 27. Lexipedia
- 28. Snappy Words
- 30. Analogy Games Antonym Games Compound Word Games Contraction Games English Language Games Foreign Language Games Hig Pig Games Homophone Games Idioms Games Latin Learning Games Literature Games Oxymoron Games Parts of Speech Games Phonics Games Prefix Games Root Word Games SAT Games Spelling Games Suffix Games Syllable Games Synonym Games Typing Games
- 33. Conclusion What are your next steps? What questions do you have?
- 34. Thank You… “The great teachers fill you up with hope and shower you with a thousand reasons to embrace all aspects of life.” Pat Conroy, My Losing Season: A Memoir
- 35. Leave your business card or email address with me… And I’ll send you a chapter one of Blended Vocabulary in a format you can share with others.
- 36. Contact Information Angela Peery, Ed. D. angela.peery@creativeleadership.net drangelapeery@gmail.com
Editor's Notes
- Obviously, vocabulary building begins at home. Many people are now familiar with the so-called “30 million word gap” that exists between three-year-olds of low-income families and their fellow toddlers in working class and professional families (Hart and Risley, 2003). The 30 million words total refers to the fact that professional parents speak much more to their children, often teach new words in context, and, because they are generally of a high education level, use more sophisticated words and a large variety of words. We may also infer that professional parents have more disposable income and can thus take their children on more outings and provide more experiences for them than families of lesser income, so the children gain much more extensive background knowledge. In sum, students coming from professional families have actually heard 30 million more words in use than their low-income counterparts. Hart and Risley estimated that children of professional families enter school with a vocabulary of about 1100 words, whereas children of working class families enter knowing about 700 words and children of welfare families enter having amassed a total of only about 500 (1995, p. 176). As Robert Pondiscio (2014) notes, “To grow up as the child of well-educated parents in an affluent American home is to hit the verbal lottery.”
- From freerice.com Prepfactory.com Dictionary.com word of the day and Food Network And wordspy.com Peignoir – pain noir – negligee Peignoir -- resembling a goat Sempiternity – synonym of eternity, infinity Heptad – a group or set of 7 Pedantic – synonym of finicky Fete – celebration, festival Flumadiddle – utter nonsense Kerflooey – falling apart or breaking down Selenology – study of the moon
- Robert J. Marzano (2004) recommends a six-step process for teaching vocabulary in his book Building Background Knowledge for Academic Achievement. The steps are as follows. The teacher provides a description, explanation, or example of the new term. Students provide a linguistic explanation by restating the new term in their own words using an example, description, or explanation of the term. Students create a nonlinguistic representation of the term, which may include constructing a picture, pictograph, or symbolic representation, or acting out the term. Over time, students periodically engage in activities that help them deepen their knowledge of the vocabulary term while recording those terms in a print or online vocabulary notebook. Periodically, teachers ask students to discuss terms with one another. Students, over time, engage in game-like activities that allow them to play with the terms and reinforce word knowledge. Isabel Beck and colleagues (2013), whose work is cited in appendix A of the Common Core State Standards for English language arts (NGA & CCSSO, n.d.), recommend the following five steps in what they call robust vocabulary instruction. Contextualize words: Put simply, this means presenting new words in context, not in lists. Students should study words in the context in which texts present them. Provide friendly explanations: These employ general terms that students can readily understand, not gobbledygook dictionary definitions. We often call these student-friendly definitions. Teachers can reference the dictionary definition, but it is not the focal point of this step. BLENDED VOCABULARY FOR K–12 CLASSROOMS Provide another context for the word: Make sure students know that the context in which they found the word may not be the only context in which they can use it. Providing varied contexts helps students connect to the word. Provide opportunities for students to actively process word meanings: Have them connect the known to the unknown. Ask questions that use more than one target word at a time to help students see relationships and contrasts between words. Providing similar and contrasting relationships (using, for example, language such as is like and isn’t like) between words is quite helpful for students to move word knowledge from unknown to known. Provide many encounters with the words over time: Revisiting words and providing multiple exposures are paramount in word learning. Encounters need to include multiple applications of the words, meaning that students use the words in different contexts, different ways, and so on. The more the words pop up in the students’ reading, writing, speaking, listening, and viewing, the more likely students are to remember them. Michael Graves’s work focuses tightly on literacy in general and on vocabulary in particular. His work is well respected in literacy circles, and other vocabulary researchers almost always reference it in publications. Graves (2006) proposes a solid four-part model for vocabulary instruction, which we briefly outline here. Provide rich and varied language experiences: This includes students experiencing words through reading, listening, speaking, and writing across grade levels, content areas, and genres. Reading aloud to students and providing time for them to read materials of choice are an important part of this component. Teach individual words: This element focuses on teaching new words explicitly. Teachers may use various instructional strategies during this planned instruction, including nonlinguistic representations and cooperative learning. Teach word-learning strategies: This component includes teaching word analysis strategies, inference strategies, and the effective use of resources such as print and online dictionaries. 19 A New Model for Effective Vocabulary Instruction Foster word consciousness: Create an environment rich in print and language opportunities that engage students in playful activities with words, and serve as an exemplar of good vocabulary use. In contrast to Marzano’s model, the first part of 20
- Selecting words is critically important within a schoolwide effort to improve literacy. Like many instructional tasks, the decisions related to selecting vocabulary are on a continuum of choices and are largely dependent on your goals and desired learning outcomes. While the Common Core State Standards place a premium on vocabulary, the documents do not mention how to select words. With a few key ideas and strategies, teachers can make more intentional choices when selecting words and feel more confident about those selections.
- Lexipedia is an online visual semantic network with dictionary and thesaurus reference functionality built on Vantage Learning's Multilingual ConceptNet.[1] Lexipedia presents words with their semantic relationships displayed in an animated visual word web.
- What is Snappy Words visual English dictionary? It’s an online interactive English dictionary and thesaurus that helps you find the meanings of words and draw connections to associated words. You can easily see the meaning of each by simply placing the mouse cursor over it. Why use Snappy Words visual dictionary? Easy to use dictionary and thesaurus. Learn how words associate in a visually interactive display. Get ideas to help write content for your blog, article, thesis or simply play with words! No registration required. No limit on number of searches. Look up as many words as you need anytime. No software installation needed. All you need is an internet connection and a browser (Firefox, Safari, Internet Explorer and others). It’s free and fun! How do I use it? Type words in the search box and click Go or simply hit Enter. Once the words branch off the main query, you can double click a node to find other related words. To explore the features: Place the mouse cursor over a word to view the meaning. Double click a node from the branch to view other related words. Scroll the mouse wheel over words to zoom in or out. This helps you see more associations or view words and meanings more clearly. Click and drag a word or branch to move it around and explore other branches.
- Word ToolsOther Languages Similar Words Opposite Words Definitions Rhyming Words Example Sentences Conjugations
- Free and premium For teachers and parents Premium is $60/year
- Demonstrate by going to Wikipedia – article of the day – copy/paste first paragraph into box – watch it grab words.