Vocabulary and comprehension techniques powerpoint presentation v2

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Vocabulary and comprehension techniques powerpoint presentation v2

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

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