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Citrus: Literacy, Learners, and Leaders. Vocabulary and Word Study Developed by: Margaret Turner & Kris Schirmer. Taylor. Activity Survey of Knowledge. Concept of Definition Chart. Vocabulary defined. Why Teach Vocabulary . Vocabulary Research. Practical Differences

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slide1

Citrus:

Literacy, Learners, and Leaders.

Vocabulary and Word Study

Developed by: Margaret Turner & Kris Schirmer

Citrus County Schools, Florida

activity survey of knowledge
ActivitySurvey of Knowledge

Concept of Definition Chart

Citrus County Schools, Florida

vocabulary defined
Vocabulary defined

Citrus County Schools, Florida

why teach vocabulary
Why Teach Vocabulary

Citrus County Schools, Florida

slide8

Vocabulary Research

  • Practical Differences
  • Children enter school with a listening vocabulary ranging between 2500 to 5000.
  • First graders from higher SES groups know twice as many words as lower SES children (Grater & Slater, 1987).
  • College entrants need about 11 to 14,000 root words (meter in thermometer or centimeter).

Citrus County Schools, Florida

research cont
Research cont.

Closing the Vocabulary Gap

  • In 1st and 2nd grade, children need to learn 800+ words per year, about 2 per day.
  • Children need to learn 2,000 to 3,000 new words each year from 3rd grade onward, about 6-8 per day.
  • Children need to encounter a word about 12 times before they know it well enough to improve their comprehension.
  • To keep up a child needs to learn at a rate of 2000-3000 words per year. To close the gap, they need to exceed that.

Citrus County Schools, Florida

Biemiller: Nagy & Anderson

improving vocabulary four strategies
Improving VocabularyFour Strategies

Citrus County Schools, Florida

strategy 1 wide independent reading
Strategy 1 Wide Independent Reading

Citrus County Schools, Florida

wide independent reading cont
Wide Independent Reading cont.

Citrus County Schools, Florida

Torgeson-FCRR

wide independent reading cont1
Wide Independent Reading cont.

By reading often (reading volume influences differences in children’s vocabulary)

At the right level of difficulty

In sufficient amounts

With sufficient motivation to pursue understanding

Citrus County Schools, Florida

wide independent reading cont2
Wide Independent Reading cont.

Highlights from

Suggestion for Promoting Wide Reading

handout from Just Read! Academy.

Citrus County Schools, Florida

strategy 2 multiple exposure to a word
Wide and deep encounters with new words to build a rich understanding of the words.

Teach a few words well rather than give students a long list of words with superficial understanding.

They forget these words after the test!

Strategy 2Multiple Exposure To a Word

Citrus County Schools, Florida

multiple exposure to a word cont
Strategies

Activate Prior Knowledge

Make Connections

Word Relationships

Synonyms/Antonyms

Analogies

Word parts (root/prefix/suffix)

Word Walls

Multiple genres (fiction/nonfiction)

Graphic Organizers

Vocabulary squares

Worldly words

Linear arrays

Concept of Definition map

Multiple Exposure To a Word cont.

Citrus County Schools, Florida

strategy 3 explicit instruction in word analysis
Strategy 3Explicit Instruction in Word Analysis

Value of Word Analysis:

Supports ESOL/diverse learners.

Is an active learning technique.

Teaches students to use resources.

Strengthens word attack skills.

Citrus County Schools, Florida

most common prefixes
Most Common Prefixes

These three prefixes account for over 50% of the prefixes found in words.

Carroll, Davies, & Richmond, 1971

Citrus County Schools, Florida

Teaching Phonics & Word Study, Blevins

prefix activity
Prefix Activity

Closed Sort

Circle the prefixes in each of the following words

Abdicate, abduct, coauthor, cooperate, coincide, absent

Next, sort the words under the category “togetherness” or “separateness”.

Note: This activity would be conducted after the prefixes ab and co have been taught.

Citrus County Schools, Florida

most common suffixes
Most Common Suffixes

These three suffixes account for almost two-thirds of the suffixes found in words.

Carroll, Davies, & Richmond, 1971

Citrus County Schools, Florida

Teaching Phonics & Word Study, Blevins

strategy 4 building academic vocabulary
Strategy 4Building Academic Vocabulary

Direct vocabulary instruction is necessary because the more student’s understand the vocabulary, the easier it is for them to understand information they read or hear about the topic.

According to Marzano, “If a student doesn’t understand the content vocabulary, they don’t understand the content.”

Citrus County Schools, Florida

teach vocabulary all day
Teach vocabulary all day!

Informal text is useful (Duke, 2000)

Content-area vocabulary

Science text:

Offers more prefix and suffix words

Offers repetition

May offer hand-on learning of vocabulary in an authentic and meaningful context.

Citrus County Schools, Florida

direct vocabulary instruction impact
Direct Vocabulary InstructionImpact

Percentile rank on test

Stahl & Fairbanks, 1986

Marzano

Citrus County Schools, Florida

a six step process for teaching new terms
A Six-Step Process for Teaching New Terms

Citrus County Schools, Florida

(Marzano & Pickering)

building vocabulary is a valuable effort
Building Vocabulary is a valuable effort!

Motivating students to WANT to build their own vocabulary.

Modeling our own interest in and love for words.

Creating a classroom of vocabulary celebration and pursuit.

Citrus County Schools, Florida

web sites
Web Sites
  • www.resourceroom.net/vocabulary
  • www.webenglishteacher.com/vocab.html
  • www.virtualsalt.com/roots.html
  • www.ascd.org
  • www.vocabularya-z.com
  • www.fcrr.org/

Citrus County Schools, Florida