slide1
Download
Skip this Video
Download Presentation
Teaching Vocabulary to Struggling Readers Michael C. McKenna Georgia Southern University

Loading in 2 Seconds...

play fullscreen
1 / 121

Teaching Vocabulary to Struggling Readers Michael C. McKenna Georgia Southern University - PowerPoint PPT Presentation


  • 133 Views
  • Uploaded on

Teaching Vocabulary to Struggling Readers Michael C. McKenna Georgia Southern University. What is vocabulary?. word-hoard. estuary. argon. id. What is vocabulary?. Speaking vocabulary Listening vocabulary Reading vocabulary Writing vocabulary General vocabulary

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

PowerPoint Slideshow about ' Teaching Vocabulary to Struggling Readers Michael C. McKenna Georgia Southern University' - wendy-rivers


An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
slide1

Teaching Vocabulary

to

Struggling Readers

Michael C. McKenna

Georgia Southern University

word hoard
word-hoard

estuary

argon

id

what is vocabulary1
What is vocabulary?
  • Speaking vocabulary
  • Listening vocabulary
  • Reading vocabulary
  • Writing vocabulary
  • General vocabulary
  • Technical vocabulary
  • Meaning vocabulary

Modality

Domain

what is vocabulary2
What is vocabulary?
  • Speaking vocabulary
  • Listening vocabulary
  • Reading vocabulary
  • Writing vocabulary
  • General vocabulary
  • Technical vocabulary
  • Meaning vocabulary

Modality

Domain

what is vocabulary3
What is vocabulary?
  • Speaking vocabulary
  • Listening vocabulary
  • Reading vocabulary
  • Writing vocabulary
  • General vocabulary
  • Technical vocabulary
  • Meaning vocabulary

Modality

Domain

what is vocabulary4
What is vocabulary?
  • Speaking vocabulary
  • Listening vocabulary
  • Reading vocabulary
  • Writing vocabulary
  • General vocabulary
  • Technical vocabulary
  • Meaning vocabulary

Modality

Domain

what is vocabulary5
What is vocabulary?
  • Speaking vocabulary
  • Listening vocabulary
  • Reading vocabulary
  • Writing vocabulary
  • General vocabulary
  • Technical vocabulary
  • Meaning vocabulary

Modality

Domain

slide10

1755 Dictionary of the

English Language

slide11

1755 Dictionary of the

English Language

114,000 words

slide12

1755 Dictionary of the

English Language

114,000 words

impertransibility

queck

nould

slide13

1755 Dictionary of the

English Language

114,000 words

2005 Oxford English

Dictionary (3rd ed.)

slide14

1755 Dictionary of the

English Language

114,000 words

2005 Oxford English

Dictionary (3rd ed.)

660,000+ words

slide15

webcam

cyberphobic

doh

2005 Oxford English

Dictionary (3rd ed.)

660,000+ words

slide16

English users follow set rules for coining new words, thus adding greatly to the number of potential words in the language.

slide17

English users follow set rules for coining new words, thus adding greatly to the number of potential words in the language.

The postman likes our street because it is dogless.

slide18

Are you a

logophile?

slide19

50K

40K

30K

20K

10K

0

5,000 •

1,500 •

K 12

slide20

50K

40K

30K

20K

10K

0

45,000

17,000

5,000

1,500

K 12

slide22

Beck and McKeown’s Three Tiers

Tier 3 • Rare words

• 73,500 word families K-12

• Usually content-area related

• Examples: isotope, estuary

Tier 2 • Important to academic success

• 7,000 word families

• Not limited to one content area

• Examples: fortunate, ridiculous

Tier 1 • The most familiar words

• 8,000 word families

• Known by average 3rd grader

• Examples: happy, go

slide23

Beck and McKeown’s Three Tiers

Tier 3 • Rare words

• 73,500 word families K-12

• Usually content-area related

• Examples: isotope, estuary

Tier 2 • Important to academic success

• 7,000 word families

• Not limited to one content area

• Examples: fortunate, ridiculous

Tier 1 • The most familiar words

• 8,000 word families

• Known by average 3rd grader

• Examples: happy, go

slide24

Beck and McKeown’s Three Tiers

Tier 3 • Rare words

• 73,500 word families K-12

• Usually content-area related

• Examples: isotope, estuary

Tier 2 • Important to academic success

• 7,000 word families

• Not limited to one content area

• Examples: fortunate, ridiculous

Tier 1 • The most familiar words

• 8,000 word families

• Known by average 3rd grader

• Examples: happy, go

slide25

Beck and McKeown’s Three Tiers

Tier 3 • Rare words

• 73,500 word families K-12

• Often content-area related

• Examples: isotope, estuary

Tier 2 • Important to academic success

• 7,000 word families

• Not limited to one content area

• Examples: fortunate, ridiculous

Tier 1 • The most familiar words

• 8,000 word families

• Known by average 3rd grader

• Examples: happy, go

slide26

Beck and McKeown’s Three Tiers

Tier 3 • Rare words

• 73,500 word families K-12

• Often content-area related

• Examples: isotope, estuary

Tier 2 • Important to academic success

• 7,000 word families

• Not limited to one content area

• Examples: fortunate, ridiculous

Tier 1 • The most familiar words

• 8,000 word families

• Known by average 3rd grader

• Examples: happy, go

slide30

In 1367, Marain and the settlements ended a seven-year war with the Langurians and Pitoks. As a result of this war, Languria was driven out of East Bacol. Marain would now rule Laman and the other lands that once belonged to Languria. This brought peace to the Bacolean settlements. The settlers no longer had to worry about attacks from Laman. The Bacoleans were happy to be part of Marain in 1367. Yet a dozen years later, these same people would be fighting the Marish for independence, or freedom from United Marain’s rule.

slide31

In 1763, Britain and the colonies ended a seven-year war with the French and Indians. As a result of this war, France was driven out of North America. Britain would now rule Canada and the other lands that once belonged to France. This brought peace to the American colonies. The settlers no longer had to worry about attacks from Canada. The Americans were happy to be part of Britain in 1763. Yet a dozen years later, these same people would be fighting the British for independence, or freedom from Great Britain’s rule.

slide35

WORD = DEFINITION

Stimulus Response

slide36

WORD = DEFINITION

Stimulus Response

truncate “to cut off”

slide37

WORD = DEFINITION

Stimulus Response

truncate “to cut off”

“She truncated the lights.”

connotations
Connotations

What’s the difference between a fiddle and a violin?

slide41

antennae

leg

thorax

wing

abdomen

In content areas,

clustering words is natural!

stress connections among unrelated terms

Guiding Principle

Stress connections among unrelated terms.

“Silly Questions”

Would a hermit be gregarious?

Could a virtuoso be a rival?

– Beck & McKeown

slide53

The Vocabulary Catch-22

Children need to learn more words to read well, but they need to read well to learn more words.

McKenna, M.C. (2004). Teaching vocabulary to struggling older readers.

Perspectives, 30(1), 13-16.

slide56

Some Research-Based Techniques

  • Read-Alouds
  • Semantic Feature Analysis
  • Other Charting Approaches
  • Graphic Organizers
  • Semantic Maps (webs)
  • Word Sorts
  • Word Lines
  • List-Group-Label
  • Possible Sentences
popinary1
popinary

“a fry cook”

slide62

humans adult female

woman + +

man + o

girl o +

boy o o

slide63

cooks fries makes bakes

things salads

popinary + o o

chef + + +

baker + o + adult female

slide64

cooks fries makes bakes

things salads

popinary + o o

chef + + +

baker + o + adult female

slide65

cooks fries makes bakes

things salads

popinary + o o

chef + + +

baker + o + adult female

slide66

cooks fries makes bakes

things salads

popinary+ o o

chef + + +

baker + o + adult female

slide67

cooks fries makes bakes

things salads

popinary+ o o

chef + + +

baker + o + adult female

slide68

cooks fries makes bakes

things salads

popinary+ o o

chef + + +

baker + o + adult female

slide69

cooks fries makes bakes

things salads

popinary+ o o

chef+ + +

baker + o + adult female

slide70

cooks fries makes bakes

things salads

popinary+ o o

chef+ + +

baker+ o + adult female

slide71

cooks fries makes bakes

things salads

popinary+ o o

chef+ + +

baker+o + adult female

slide72

cooks fries makes bakes

things salads

popinary+ o o

chef+ + +

baker+o+ adult female

slide73

cooks fries makes bakes

things salads

popinary+ o o

chef+ + +

baker+++ adult female

slide74

cooks fries makes bakes

things salads

popinary+ o o

chef+ + +

bakers++ adult female

slide75

Planets Moon/s Rocky Surface Rings

Mercury o + o

Venus o + o

Earth + + o

Mars + + o

Jupiter + o +

Saturn + o +

Uranus + o +

Neptune + o +

Pluto + + o

what s so great about them
What’s so great about them?
  • They help kids “see” abstract content.
  • There is little to “read.”
  • They are easy to construct and discuss.
  • Technical terms can be taught in clusters.
  • They enhance recall and understanding.
  • They have an impressive research base.
semantic maps

Semantic Maps

(Word Webs)

slide81

Founding

Father

Daylight

Savings

Poor Richard’s

Almanac

Ben Franklin

Invented

bifocals

Electricity

(kite)

Philadelphia

slide93

Open Sort

Categories are not given.

thorax pupa

abdomen antennae

wing larva

adult head

egg leg

slide94

Closed Sort

Parts Stages

slide95

Closed Sort

Parts Stages

thorax pupa

abdomen egg

wing larva

head adult

leg

antennae

slide98

List

Students brainstorm all the words they can recall at the end of a unit.

Group

Students suggest logical ways to group the words.

Label

Students suggest a label for each group they form.

slide99

List

Students brainstorm all the words they can recall at the end of a unit.

Group

Students suggest logical ways to group the words.

Label

Students suggest a label for each group they form.

slide100

List

Students brainstorm all the words they can recall at the end of a unit.

Group

Students suggest logical ways to group the words.

Label

Students suggest a label for each group they form.

slide101

no legs garter

boa

venom

cobra

fang

scales

coral

tail

rattle

copperhead

slide102

no legs garter

boa

venom

cobra

fang

scales

coral

tail

rattle

copperhead

slide103

no legs garter

boa

venom

cobra

fang

scales

coral

tail

rattle

copperhead

Kinds of Snakes

garter

boa

copperhead

cobra

coral

Things Snakes Might Have

rattle

scales

fang

no legs

venom

tail

slide104

no legs garter

boa

venom

cobra

fang

scales

coral

tail

rattle

copperhead

Kinds of Snakes

garter

boa

copperhead

cobra

coral

Things Snakes Might Have

rattle

scales

fang

no legs

venom

tail

slide106

Present a list of 8-12 words the students will encounter in the new unit.

Add a few familiar terms.

Ask for sentences containing at least two of the words.

Teach the unit.

Return to the sentences.

Together decide whether they are correct or can be edited to make them so.

slide107

Please suggest a sentence containing at least two of the following terms:

connotation

word family

lexicon

syntactic clue

distributed practice

eponym

toponym

popinary

slide108

What can we do to increase

children’s vocabularies in

Title I schools?

slide109

1. Make vocabulary a schoolwide goal

  • Amend your plan.
  • Establish testable goals.
  • Raise consciousness.
  • Communicate expectations.
slide110

2. Provide professional development

  • Focus on research-based methods.
  • Ensure ties to actual materials.
  • Provide follow-up to aid implementation.
slide111

3. Establish teacher study groups

  • Organize groups by grade level.
  • Provide time for discussion.
  • Reward participation.
  • Encourage administrator participation.
  • Select resource books.
slide117

4. Consider supplemental and

intervention programs

  • Tie their use to assessments.
  • Establish guidelines for use.
  • Locate product reviews.
mmckenna@georgiasouthern edu
[email protected]

http://www.georgiasouthern.edu/

~mmckenna

ad