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Vocabulary. Choosing and Introducing Vocabulary . Agenda. Bring-back of vocabulary activity Purpose for choosing vocabulary Statistics from Research The 3 Tiers Criteria for Indentifying Tier 2 Words Dictionary definitions Student Friendly Definitions. Bring-Back.

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vocabulary

Vocabulary

Choosing and Introducing Vocabulary

agenda
Agenda
  • Bring-back of vocabulary activity
  • Purpose for choosing vocabulary
  • Statistics from Research
  • The 3 Tiers
  • Criteria for Indentifying Tier 2 Words
  • Dictionary definitions
  • Student Friendly Definitions

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bring back
Bring-Back
  • Share a brief description of which vocabulary activity you chose, what you did, and the results.

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purpose
Purpose
  • PASS Results:
  • 24/107 students scored Not Met as their overall ELA score. (22%)

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purpose continued
Purpose continued…
  • MAP

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overview
Overview
  • Vocabulary is one of the five pillars of reading comprehension as set forth in No Child Left Behind legislation. Reading comprehension depends upon the meaning readers give words. The more vocabulary words students know, the better they are able to comprehend. A large vocabulary opens students up to a wider range of reading materials. A rich vocabulary also improves students’ ability to communicate through speaking, listening, and writing.
  • (Reading a to z)

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statistics from research
Statistics from research
  • First grade children from higher SES groups knew about twice as many words as lower SES children. (Graves and Slater)
  • High school seniors near the top of their class knew about four times as many words as their lower performing classmates. (Smith)
  • High knowledge third graders had vocabularies about equal to the lowest-performing 12th graders. (Smith)

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how were you taught vocabulary
How were you taught vocabulary?
  • “Becoming interested and aware of words is not a likely outcome from the way instruction is typically handled, which is to have students look up definitions in a dictionary or glossary and use them in a sentence.” (authors of Robust Vocabulary Instruction)
  • 63% of students’ sentences were judged to be odd. (Miller and Gildea)

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the three tiers
The Three Tiers

Tier One-

  • Basic Vocabulary
  • Rarely requires direct instruction
  • Sight Words
  • Early Reading Words
  • Ex.-book, girl, sad, run, dog, orange

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tier 2
Tier 2
  • High Frequency words that occur in mature language settings such as literature and adult conversations.
  • Are important for speaking, writing, and reading comprehension
  • Contain multiple meanings
  • Increase descriptive vocabulary

(writing)

  • Examples: fortunate, industrious, benevolent

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tier 3
Tier 3
  • Low-frequency words that occur in specific domains
  • Domains include subjects in school, hobbies, occupations, geographic regions, technology, weather, etc.
  • Examples: isotope, amino acid, economics, Revolutionary War

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not a fine line
NOT a Fine-Line
  • The lines between tiers are not clear cut.
  • Tier 2 words for a 3rd grader may not be Tier 2 words for a 5th grader.
  • Kindergarten through second grade may still need to work on Tier 1 words.

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how do i choose words
How do I choose Words?
  • Importance and Utility: Will these words be used by mature language users and appear frequently?
  • Instructional Potential: Can I teach these words in a variety of ways so that students can build rich representations of them as well as connect them to other words and concepts?
  • Conceptual Understanding: Will my students be able to understand the general concept and be specific in describing the concept?

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what about science social studies
What about Science/Social Studies?
  • Teach the obvious words-words from your standards/units
  • Use your best judgment

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what if there are not enough words especially true for early childhood
What if there are not enough words?(especially true for early childhood)
  • Select words whose concepts fit the story even though the words do not appear.
  • Ex. Problem= conflict or dilemma

Hardworking= conscientious or diligent

Silly=Absurd

Big=Enormous

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when do you teach vocabulary p 27
When do you teach vocabulary? P.27
  • Pre-Reading?
  • During Reading?
  • Post Reading?

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how do you introduce the word
How do you introduce the word?
  • By a dictionary definition? P.33-34
  • Why not?
  • 1. Weak differentiation
  • 2. Vague Language
  • 3. More Likely Interpretation
  • 4. Multiple pieces of Information
  • What is meant by these four reasons?

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student friendly explanations
Student Friendly Explanations
  • 1. Characterize the word and how it is typically used (Think: when do I use this word particularly?)
  • 2. Explain the meaning in everyday language ( Use language that is readily accessible so that students can understand the concept with ease. Ex. something, someone, somebody, describes)

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student friendly model
Student Friendly Model
  • I gave a Pre-test with dictionary definitions and graded it by the following criteria:
  • H- All 5 sentences were clear and used the vocabulary word accurately.
  • M- 4 sentences were clear and used the vocabulary word accurately.
  • L-0 to 3 sentences were clear and used the vocabulary word appropriately.

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results and examples of dictionary definitions
Results and Examples of Dictionary Definitions
  • H: 0/19=0%
  • M: 2/19=11%
  • L: 17/19= 89%

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student friendly definitions lesson
Student Friendly DefinitionsLesson

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post test results
Post Test Results
  • Finally, I gave the post-test based on the same criteria mentioned before. Here were my results:
  • H: 5/17= 29%
  • M: 10/17=59%
  • L: 2/17= 12%

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development expectations 1 st 5 th
Development Expectations/1st-5th
  • Develop 3-5 student friendly definitions for the vocabulary words of your choice.
  • Give a pretest using only dictionary definitions.
  • Model student friendly definitions as well as a sentence to go along with them.
  • Give at least 1-2 words for guided practice.
  • Give post-test on student friendly definitions.

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development expectations 4k 5k
Development Expectations 4k-5k
  • Select a read aloud to teach 2 to 3 new vocabulary words.
  • Select words whose concepts fit the story even though the words do not appear.
  • Ex. Growl=snarl

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wednesday develop with you during your planning period
Wednesday-develop with you during your planning period.
  • Thursday/ Friday- sign up for a follow-up time that I can come observe/help you implement your development into the classroom.
closure
Closure
  • Are you clear on development expectations?
  • How do you think vocabulary will help us improve all other areas of reading and writing?

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