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Words and comprehension


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This presentation was presented at the 2010 MABE conference in Dearborn Michigan. The presentation speaks to different methods of teaching words to students.

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Words and comprehension

  1. 1. Words and Comprehension: The Key to Growth<br />Keith Pruitt, Ed.S.<br /><br />Presentation sponsored by Pearson Longman Publishing<br />
  2. 2. What impact would it have on your children if they could learn 1000-1500 newwords per year?<br />How would the acquisition of this many words impact their comprehension?<br />But First A Question…<br />What is Comprehension?<br />
  3. 3. Jamika’s Story<br />What is Involved In Comprehension?<br />What Does it Mean to Understand?<br /><ul><li>Making Sense of text based on author’s intention and message.
  4. 4. Understanding how the words interplay to relay a message.
  5. 5. To exercise intellectual muscle
  6. 6. To connect with a text in a meaningful way</li></li></ul><li>The most consequential element leading to comprehension is Vocabulary.<br />Learning vocabulary is very tied to background knowledge.Marzano<br />
  7. 7. Let’s examine some methods of teaching vocabulary that will help comprehension.<br />
  8. 8. From Pearson Longman Cornerstone<br />Pre-teaching words in a context<br />Visual Schema<br />Transferable language<br />
  9. 9. From Pearson Longman’s Keystone<br />Thematic Instruction<br />Visual Literacy<br />
  10. 10. Thinking Chart<br />How might I journey?<br />Journeys<br />boat<br />walking<br />car<br />plane<br />What type journey?<br />fishing<br />cruise<br />Dinner boat<br />swimming<br />eating<br />Meeting new people<br />What activities might I do on a cruise?<br />
  11. 11. Use Vocabulary Journals<br />Theme: Journeys<br />Words having to do with journeys<br />1.Voyages<br />2. Plundered<br />3.Scarce<br />4.Evolved<br />5.Ceased<br />Theme: Families<br />Words having to do with families<br />1.Mother<br />2.Father<br />3.Brother<br />4.Sister<br />5.Cousin<br />6.Grandparents<br />7.Home<br />8.<br />9.<br />10.<br />11.<br />12.<br />13.<br />
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  13. 13. From Pearson Longman’s Keystone<br />Thematic Instruction<br />Visual Literacy<br />
  14. 14. Do Not Under-estimate the power of a picture.<br />The Heart of the Tulip<br />By Keith Pruitt<br />© art by Keith<br />
  15. 15. © art by Keith<br />Early pioneers lived in log houses like this one.<br />
  16. 16. © art by Keith<br />Very large houses are sometimes called mansions.<br />
  17. 17. translucent<br />© art by Keith<br />Use photography to help create schema with difficult words.<br />
  18. 18.
  19. 19. A Graphic Way of ShowingTense<br />EAT<br />ATE<br />WillEat<br />Future<br />Past<br />Present<br />
  20. 20. Use graphic organizers to help students use the words in meaningful contexts<br />
  21. 21. Direct Instruction of 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 />
  22. 22. Exploding The Vocabulary<br />Through direct instruction, 5-8 words/week<br />Adds approximately 160 words to reading/writing vocabularies.<br />If we take the connective words for those five… look what happens.<br />
  23. 23. 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 />
  24. 24. 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 />
  25. 25. You Try It<br />Here are some common words taught. What other words may we teach in conjunction with these:<br />Glimmer<br /> Vast<br /> Artistic<br /> Disturb<br />
  26. 26. Scaffold The Reading<br />Pearson Longman Keystone<br />Visual Literacy is crucial<br />Gloss words that need explanation– do not assume students know these words.<br />Provide explanation at point of usage.<br />Check for understanding before going on.<br />
  27. 27. Use good questioning to assess the level at which students comprehend. Begin at surface understanding and progress to analysis.<br />Jack and Jill went…<br />To fetch a pale of …<br />But why did they go UP a hill to fetch water?<br />
  28. 28. Go from this…<br />Teach roots<br />Suffixes<br />Prefixes<br />translucent<br />Trans-<br />Across, through, on the other side, beyond<br />
  29. 29. translation<br />To This<br />transfer<br />translated<br />transferred<br />transferable<br />transference<br />transportation<br />translucent<br />Trans-<br />Across, through, on the other side, beyond<br />
  30. 30. If you’ll just give me words today <br />That I may understand,<br />Then some day soon I’ll read your books<br />Just because I can.<br />They make no sense when first glimpse meets<br />Because I have no connect,<br />So if you work with me today<br />Their meanings I’ll detect.<br />I like to learn new words each day<br />To me it’s lots of fun,<br />So bring them on sweet teacher dear<br />With them I’ll learn a ton!<br />Keith Pruitt, 2010<br />
  31. 31. Thank You<br />Words of Wisdom<br />Educational Consulting<br /><br />Join us on facebook<br />