Download
1 / 103
1.04k likes | 1.47k Views
Welcome!. LITERACY ESSENTIALS FOR VOCABULARY DEVELOPMENT GRADES K-3 VOCABULARY INSTRUCTION. Forsyth County Revised for Grades K-3 & Presented by Gwen Barnett & Daphne Rogers. Compiled by Lisa Wells Davis Georgia Department of Education. Getting Started.
E N D
Welcome! LITERACY ESSENTIALS FOR VOCABULARY DEVELOPMENTGRADES K-3 VOCABULARY INSTRUCTION Forsyth County Revised for Grades K-3 & Presented by Gwen Barnett & Daphne Rogers Compiled by Lisa Wells Davis Georgia Department of Education
Getting Started • Craft a name tent with your name and an alliterative adjective that describes you. Dependable Daphne Generous Gwen • Choose someone in close proximity to be your Turnand Talk partner.
Overview of Vocabulary Strategies • Introduction • What is Vocabulary? • Choosing Words to Teach • Direct Instruction of Individual Words • Direct Instruction of Strategies to Promote Independent Vocabulary Acquisition
Introduction: Why Is Effective Literacy Instruction Important? Nationally • One in three fourth-graders is reading below a basic level, and only 31 % of eighth-graders are proficient readers. Common Core (CCGPS) • 2011-2012 - Teacher Training • 2012-2013 - Classroom Transition/Implementation • 2013-2014 - Full Implementation of CCGPS • 2014-2015 - Projected Date for Common Assessment (Lee, Grigg, & Donahue, 2007)
CCGPS Implications for Literacy instruction in Georgia • Focus will be on the PROCESS of using knowledge, rather than content. • Five Key Cognitive Strategies: • Problem Formulation • Research • Interpretation • Communication • Precision & Accuracy
The 5 Pillars of Reading • Phonemic Awareness • Phonics/Word Study • Fluency • Vocabulary • Comprehension
Popular Beliefs • Part of the solution to the challenge of increasing reading proficiency in adolescents involves confronting the limitations of this popular statement: In grades K-3, students “learn to read,” while in grades 4-12, they “read to learn.”
Popular Beliefs continued… Reading K-3 Acquire strategies for “decoding” unfamiliar words Build “sight word vocabulary” of many thousands of words Learn to coordinate skills for fluent reading of text Begin extension of vocabulary beyond oral language limits Acquire variety of strategies for enhancing comprehension, or repairing it when it breaks down Develop or maintain a positive attitude about reading and view it as an important skill for learning and for pleasure
Popular Beliefs continued… Reading 4-12 Extend “sight vocabulary” to unfamiliar words in increasingly challenging text Learning meanings of thousands of new words – vocabulary expansion
Research-based Focus • Sight-reading vocabulary must be extended to unfamiliar words in increasingly challenging text. • Vocabulary, or knowledge of word meanings, must expand dramatically. • Conceptual knowledge and understanding must grow. • Thinking and reasoning skills must increase. • Self-regulated use of reading comprehension strategies must develop. • Motivation and interest for broad and deep reading must be maintained or acquired.
Essential Components of ReadingElementary Level vs. Secondary Level
Teaching Reading in the Content Areas: If not me, then who? “Teaching reading in the content areas…is not so much about teaching students basic reading skills as it is about teaching students how to use reading as a tool for thinking and learning.” All teachers are teachers of literacy.
Phonological Awareness Decoding And/or Sight Word Knowledge HO1 Fluency & Use of Context Print Concepts Cognitive Model Automatic Word Recognition Vocabulary Background Knowledge Language Comprehension Reading Comprehension Knowledge of Structure Strategic Knowledge Cognitive Model General Purposes for Reading Specific Purposes for Reading Knowledge of Strategies
Fluency One definition of read aloud, the text flows as if strung together like pearls on a necklace, rather fluency is the ability to read aloud expressively and with understanding. When fluent readers than sounding halting and choppy.
In this presentation, we will: Identify Tier 2 words. Discuss why addressing vocabulary explicitly is so imperative today. Learn various avenues for increasing vocabulary in young children. Learn how to select the most efficacious* words for instruction. efficacious* - having the power to produce a desired effect.
Why is Effective Vocabulary Instruction Important for All Students? • Vocabulary holds the key to understanding many content-area texts. • Learners often use context clues to develop their understanding as they read. Using context clues—known words around a difficult word or concept—to find the meaning of difficult words depends on understanding those context words (Swanborn & de Glopper, 1999). • Students who struggle with word meanings do not comprehend text and require vocabulary instruction to support text comprehension (Baumann & Kame’enui, 1991). Instructional support in vocabulary is important regardless of the subject taught.
The limits of my language mean the limits of my world. ~Ludwig Wittgenstein (1922)
Research Findings • Knowledge of individual word meaningsaccounts for as much as 50-60 percent of the variance in reading comprehension . (Stahl & Nagy, 2006) • Vocabulary is the most important single factor in reading comprehension, once children have learned the alphabetic code. (Scarborough, 2001)
“Knowing a word is more like being able to use a tool than it is like being able to state a fact.” (Nagy & Scott, 2000, p. 273)
(HO3) Rail – road
Vocabulary Acquisitionincludes… • Explicit instruction of word meaning and strategies (connections, visuals) • Gradually getting to know a word through reading, writing, listening, and speaking (many exposures 12+)
Least Effective Instruction Practice Looking up words, copying definitions and memorizing those definitions (Scott & Nagy, 1997)
Explicit Instruction (Kamil et al., 2008) What is it? Instruction on the meaning of specifically selected words Instructional Recommendations Devote a portion of time each day to instruction on specific words. Provide repeated (as many as 12) exposures to new words in multiple contexts. (Beck et al., 1982) Supplement explicit instruction with opportunities to use new vocabulary in a variety of contexts, such as during discussion, while writing, during extended reading.
How do I know which words to teach? High-frequency words –Fry, Dolch, etc. (Biemiller, 2005; Hiebert, 2005) Tiers of words (Beck et al., 1982)
Three Tiers of Vocabulary Words Tier 3 Words Content-SpecificUncommon words typically associated with a specific domain. Tier 2 Words Core Academic Vocabulary Appear frequently in many contexts. Tier 1 Words Conversational Vocabulary Words students are likely to know. (Beck, McKeown, & Kucan, 2002)
Choose words that are: Not a part of students’ prior knowledge Unlikely to be learned independently through the use of context or structural analysis. Sophisticated and of high utility for literate language users; and/or Crucial to understanding the main idea of text. SELECTING TIER 2CORE ACADEMIC VOCABULARY (Beck, McKeown, & Kucan, 2002)
Select words that are the most critical to learning concepts being taught in a particular content area or discipline These words are often thought of as “content-specific vocabulary,” or “Tier 3” words. Example: monarchy Tier 3/Important Words
Alexander Graham Bell is known as the inventor of the telephone. His assistant was named Thomas A. Watson. Together, Bell and Watson discovered how sound, including speech, could be transmitted through wires, and Bell received a patent for such a device. In 1876, the telephone was officially invented and the first telephone company was founded on July 9, 1877. Not Tier 1 words Important to understanding the text on a deeper level; Can be associated with other words students know. Together
Turn and Talk for k-3 • Read the passage below: Once there was a clever boy who did not appreciate the value of money. He loved to spend it. His mother was always telling him to be frugal with his money, and not to waste it on things like toys that broke easily and candy every day. But he thought things like that were just splendid! So he kept up his wasteful ways until one day his mother forgot to give him his lunch money. He did not have any money of his own because he had spent it all on candy the day before. Oh, was he hungry! He did not feel so clever then. He was lucky, though. His teacher loaned him the money. He appreciated that a lot! And from then on, he was much more frugal. He told his mother about his splendid teacher when he got home, and how he had learned to appreciate the idea of being frugal. He was astonished that his teacher would share that with him. “ Ah, you are a clever boy, after all,” his mother said.
Turn and Talk for k-3 After reading, highlight 5 words from the passage that you would consider Tier Two words. Share and decide as a group. Record on chart paper. Remember…YOU are the professional. There are no “tier” police!
The Boy and his MoneySome possible Tier 2 & 3 Words Tier 2 clever frugal appreciate splendid Tier 3 wasteful astonished Do we teach before or after?
Now that I know what words to choose, how do I choose the best strategy for instruction?
FACTORS TO CONSIDER WHEN CHOOSING STRATEGIES Factors to consider: 1. the students we are teaching 2. the nature of the words we decide to teach 3. our instructional purposes in teaching each of those words (deeper than the suggested basal list)
Instructional Routine for Vocabulary (HO8) Step 1. Pronounce and read the word. a) Write the word on the board or overhead. b) Read the word and have the students repeat the word. If the word is difficult to pronounce or unfamiliar, have the students repeat the word a number of times. c) Examine the spelling “ This word is appreciate. What word?”
INSTRUCTIONAL ROUTINE FOR VOCABULARY Step 2. Contextualize the word. In the story, the boy did not appreciate the value of money.
INSTRUCTIONAL ROUTINE FOR VOCABULARY Step 3. Tell the students what the new word means, using a student-friendly definition. Option # 1: Present a student-friendly definition a) Tell students the definition OR b) Have them read the definition with you. “Someone who appreciates a gift is thankful for the gift.”
INSTRUCTIONAL ROUTINE FOR VOCABULARY Step 4. Provide an additional context. Students can also illustrate the word, making it visual. “Someone who appreciates a gift is thankful and values the gift.” “An antique appreciates in value through the years.”
INSTRUCTIONAL ROUTINE FOR VOCABULARY Step 5. Check students’ understanding. Develop an activity for students to interact with the word. For example: “Say ‘appreciates’ if I describe someone who is appreciative. Say ‘no’ if the person I describe is not appreciative.
INSTRUCTIONAL ROUTINE FOR VOCABULARY Elicit word use by students. A person who enjoys getting a gift is _______. If I do this (rolls eyes and puts the gift down) you might think I am _____________. Talk with your partner. See how many other examples you can share.
Vocab-o-Gram Steps 1. Select a vocabulary list from a narrative selection that reflects story grammar and present it to students by writing the words on the board or using an overhead projector. 2. Have teams of students decide which words give clues to setting, characters, problem/goal, resolution, and feelings. Include a “?” category as well. 3. Discuss placement. Words may typically be placed in more than one category. Share knowledge about words. 4. Make predictions. 5. Have each student formulate a personal question to answer. 6. After reading, refine vocabulary. Go back to the selection to clarify or use references. 7. Use in further oral or written work. Students may use Vocab-o-Gram as an organizer for summarizing.
