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Vocabulary
- 1. Vocabulary Summer 2014 Columbia PublicSchools Amanda Arens, amanda@arensconsulting.com
- 2. Achievement Percentile Minutes of ReadingPer Day Words per Year 90th 40.4 2,357,000 50th 12.9 601,000 10th 1.6 51,000 Reading Volume of Fifth-Grader Students of Different Levels of Achievement Source: Adapted from Anderson, Wilson, & Fielding, 1988
- 3. What Reading Does forthe Mind
- 4. Effective Vocabulary Instruction PatCunningham – What Really Matters for Meaning Vocabulary Pictures and other visuals help to solidify word meanings. To truly own a word, students must use that word in speaking and writing. A set of essential words should be directly taught. Read aloud and independent reading should be a part of every school day. Students should be taught strategies including instruction in word parts, context and effective use of the dictionary.
- 5. Instructional Approach Based onwork by Graves (2006) Rich and Varied Language Experience Teaching Individual Words Teaching Word-Learning Strategies Roots, prefixes, suffixes, context Fostering Word Consciousness An awareness of and an interest in words and their meanings
- 6. Effective Vocabulary Instruction Yopp,2007 Provide contextual information as well as definitional information Provide repeated exposure to words under study and multiple opportunities for students to use and practice the words Encourage students to think about relationships among words and meanings Include active engagement in learning tasks
- 7. Choose Vocabulary Wordsas if You Were Paying for Each Word and Needed to Keep Them Forever To maximize the effectiveness of vocabulary instruction during reading lessons, select each word by asking these questions: Is this word one most of my students don’t have a rich meaning for? Is this a word my students need to know and could use in speaking and writing? Is this word essential to understanding the selection my students will be reading? Does this word have a word part I want to focus on?
- 8. Alphaboxes An activityto collect related words Students tell words they think will appear in the text – and tell WHY Write the word in the box corresponding with the first letter While reading, students gather more words they feel should be added Must be able to support their reasoning
- 9. Alphaboxes A B CD E F G H I J K L M N O P Q R S T U V W X/Y Z
- 10. Alphaboxes page 129 A BC D E F G H Hurricane I J K L lightning M N O Ocean P Q R rain S spring T Tornado thunderstorm U V W wind X/Y Z clouds
- 11. Alphaboxes page 129 A BC D E F funnel G hail H Hurricane I J K L lightning M N O Ocean P meteorologist Q R rain S Spring surge twister T Tornado thunderstorm U V W wind X/Y Z clouds
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- 13. List – Group– Label with Penguins page 128 waddle hemisphere Galapagos arcs colonies rookeries burrows crevices stones territory huddling creches scurry sanctuaries brood pouch aquariums rigid flippers wings stiff feathers grasses
- 14. Before: Readthe list of words on the List Group Label. Work in groups of 3-4 to categorize the words on the sheet provided. Penguins By Gail Gibbons
- 15. Penguins By Gail Gibbons Wayspenguins move Places penguins live Parts of penguins Groups of penguins Penguins nests
- 16. During :Partner read to see if you placed the words in the right category ◦ Get back together in your groups of 4 to move any words you need to move After: Whole class shares where words go and where they found the proof in the book. ◦ Quick Write: choose one category and take 2 minutes to write one thing you learned Penguins By Gail Gibbons
- 17. Penguins By Gail Gibbons Wayspenguins move waddles huddling arcs scurry Places penguins live rookeries hemisphere colonies aquariums sanctuaries territory Galapagos Parts of penguins brood pouch wings stiff feathers rigid flippers Groups of penguins crèches Penguins nests crevices burrows stones grasses
- 18. Guess Yes orNo (Anticipation Guide) Write 10 statements about the text Imbed vocabulary and content you want highlighted Prepare the statements to share with the students prior to reading After direct instruction, give a hard copy to students Make a few statements easy guesses
- 19. Guess Yes orNo Before After ____ 1. Most Egyptians were farmers. _____ ____ 2. All the houses were very close _______ together, except for the wealthy. _____ 3. Egyptians dressed warmly because ______ of their cool climate. ____ 4. Men and women dressed up and ______ wore make-up. yes yes no no
- 20. Ten Important Words,Plus Yopp, 2007 As students read, collect 10 most important words, record each one on a post-it Assemble notes in a class bar graph Discuss May write a one sentence summary of the material read, will often use many of the words
- 21. The “plus” Providestudents with cards that further their active engagement Color code the cards and ask kids with same color to work together Groups are assigned a word from the bar graph After time for discussion – the groups share out If time, group is assigned another word
- 22. Possible prompts forthe plus List synonyms or words highly related in meaning Draw at least two pictures that depict the meaning of the word. Think of as many forms of the word as you can. For instance, other forms of the word happy include happiness, happier, unhappy.
- 23. Word Webs AfterActivity – work in small groups with 4-5 of the words from the selection Construct a word web with 4 – 6 spokes Each spoke should have something that helps them remember the word Post a chart of possible word web categories
- 24. Word Webs Word: Frigid 1.Original sentence (copy the original sentence containing the word.) Pat was not used to the frigid weather conditions he now faced. 2. New Sentence (Use the word in a sentence that shows what it means.) A winter day at the North Pole would be frigid. 3. Closest Experience (When have you seen it?) My aunt has a big freezer, and the inside of it is frigid. 4. Explanation of Meaning (In your own words, what does it mean?) Frigid means very, very cold. 5. Main idea (What is it?) A way to describe the temperature 6. Details (What are some parts of it?) You can see your breath, ice and snow
- 25. Word Webs 7. Synonym(What words have nearly the same meaning?) Cold, freezing, polar 8. Antonym (What words have nearly the opposite meaning?) Warm, hot, burning 9. Word Family Members (What words share the same root or base?) Frigidaire, refrigerator, fridge 10. Visual (Illustrate the meaning of the word.
- 26. Word Webs habitat Inhabitants inhabitable Place where plants,people, or animals live “Many animals in Africa are endangered because development is destroying their habitats.” Habitat for Humanity builds houses for people.
- 27. Word Work Notebooks Enter anchor words Origin (optional) Equation to show word parts and meanings Student determined definition so it is user friendly Do this for each of the four anchor words July 22, 2014 27
- 28. Word Work Notebooks Example: Successor – Latin Sub (next to, after) + cess (yield or to go) + or (someone who) A successor is someone who is next in line or who goes after someone else. July 22, 2014 28
- 29. Using Word PartsYou Know Root: Ped Meaning: foot Pedicure Feet are cared for Pedal A type of lever pushed by the foot, used to operate something New words: I figured out the meaning of this word by: Using my background knowledge Using the root word Using a familiar prefix or suffix Explain how ped fits with the new word: peddler x A peddler sells things on foot centipede x x Cent means 100, ped means foot, a centipede is a creature with 100 feet. pedestrian July 22, 2014 29
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- 31. Root Tree directions Students in groups of 3-4 Class will work together for the two anchor words as examples Make one tree for group (use cooperative structure) Use on-line dictionary or collegiate dictionary Look for origin and etymology Each group will choose from the list of words and complete the number you have assigned On a second day, groups will share trees July 22, 2014 31