FAB FIVE OF LITERACY: VOCABULARY - PowerPoint PPT Presentation

fab five of literacy vocabulary n.
Download
Skip this Video
Loading SlideShow in 5 Seconds..
FAB FIVE OF LITERACY: VOCABULARY PowerPoint Presentation
Download Presentation
FAB FIVE OF LITERACY: VOCABULARY

play fullscreen
1 / 26
FAB FIVE OF LITERACY: VOCABULARY
166 Views
Download Presentation
carlynda-kelly
Download Presentation

FAB FIVE OF LITERACY: VOCABULARY

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

  1. FAB FIVE OF LITERACY:VOCABULARY WORDS WORDS WORDS WORDS Developed by Meredith Parrish

  2. Research Says… • By First Grade, the vocabulary of a struggling student is half that of students who are successful in literacy. • Teachers can close the gap between lower and middle SES children’s vocabulary by using new words in appropriate context (i.e. quality literature). • People who read a lot from a variety of text have much larger and richer vocabularies than people who do not.

  3. Research Says… • The average student learns about 8 words per day. • Children need to encounter a word 12 or more times to know and understand it. • Repeated readings can help young children’s vocabulary growth. Making the Most of Small Groups: Differentiation for All D. Diller (2007) After considering the research, what are the implications for your teaching?

  4. The Three Tiers of VocabularyBeck & McKeown

  5. Vocabulary Tiers - Try it Out! • Read the passage and choose words that would be Level I words (underline once), Level III words (underline three times), and Level II words (underline twice). • How did you decide which words belonged to which level?

  6. Four Kinds of Vocabulary • Speaking (Expressive)– words used in conversation • Listening (Receptive)– words understood through hearing • Reading – words read and comprehended • Writing – words used to convey messages ORAL Vocabulary PRINTVocabulary

  7. Why don’t students just look up the definition? Dictionary definitions provide: • weak differentiation (conspicuous = easily seen) • vague language (typical = being a type) • less accurate interpretations (devious = straying from the right course) • multiple pieces of information (exotic = foreign, strange, not native)

  8. A Dictionary Does NOT Provide: • student friendly definitions • instructional contexts • opportunities for student interactions with the word meanings  little thought involved So, help your students rewrite their own definition.

  9. Vocabulary Cautions • Teach new words throughout the day in meaningful contexts - - not in isolation. • Don’t just teach vocabulary as you introduce a new selection. Revisit vocabulary everyday and encourage use of strategies everyday. • Don’t make instruction a word hunt. • Combine direct and indirect vocabulary learning experiences.

  10. Teaching Vocabulary Quick Write • Reflect on your own vocabulary instruction. • When does it occur? How often during each day? • How do you teach students new words? • How successful do you think your instruction is? Do students use/retain new vocabulary? How do you know? • Share your thoughts with a partner.

  11. How Can I Teach Vocabulary?Direct and Indirect Instruction • Provide rich and varied language experiences • Teach individual words • Teach word-learning strategies (ex: structural analysis, contextual analysis) • Encourage word consciousness Create a multifaceted instructional approach! Graves (2000, 2006)

  12. Where Does Vocabulary Instruction Fit Into My Day?

  13. Where Does Vocabulary Instruction Fit Into My Day?

  14. Vocabulary Ideas Time to Explore! • In groups of 6, explore some ideas for vocabulary instruction. • Preview the materials. • Try them out. • Do these ideas make you think of other activities you’ve used in the past? If so, add them to the chart on the wall. • We will rotate (clockwise) through the stations every 7 minutes.

  15. Quick Write • What is at least one new area where I can focus on vocabulary instruction? • What would it look like? Share your thoughts with a partner.

  16. Integrating Across CurriculumBuilding Academic Language Only 6 % of school time was centered on vocabulary development and in content areas that percentage was only 1.4% (Scott, Jamieson-Noel & Asselin, 2003) How do you incorporate vocabulary development into content area instruction? What challenges do you face? Have any strategies been successful?

  17. Integrating Across CurriculumBuilding Content & Academic Language What Should Teachers Do? • Be selective about which words to teach. • Provide multiple encounters with targeted words. • Provide students direct instruction on how to infer word meanings. • Promote in-depth word knowledge. • Provide students with opportunities to extend their word knowledge. • Read aloud passages. Flynt & Brozo, (2008)

  18. Bringing Words to Life(Beck, McKeown & Kucan) • Words are learned from context. • We need to create multiple “context” experiences by: • Carefully choosing vocabulary to teach • Using good literature • Engaging in text talk

  19. Bringing Words to Life(Beck, McKeown & Kucan) What would text talk look like? • Contextualize a word for its role in the story • Ask children to repeat word • Explain meaning of word • Provide examples in contexts • Ask children to interact with examples you create or provide examples of their own • Children say the word again to reinforce its phonological representation

  20. Bringing Words to Life Now You Try It! • Using another page of The Bat Boy & His Violin choose 2 vocabulary words and an activity from Bringing Words to Life to correspond with each. • Be prepared to share with the group.

  21. Possible Lesson Focuses Browse additional ideas for lessons and center activities. What do you think would be valuable for your students? What modifications might you make?

  22. Other Instructional Considerations • If 5,000 words make up 90% of elementary texts, teach students to read, write, and spell high frequency words ASAP! • Students need to think about words, not memorize definitions.

  23. Using Graphic Organizers How do graphic organizers benefit students? How are they useful to you? When would/do you use them? • Use them as a pre/post assessment. (ex: “I Know the Meaning Of” organizer) • Schema building and word relationships (ex: word webs) • Others???

  24. Teacher Prompts for Vocabulary You are holding either a student challenge or a possible teacher prompt. • Find the group members that complete your card! • Once you’ve found your group, discuss prompts and see if you can generate any additional prompts you might use with your students.

  25. Assessment • Guiding Questions for Observation • Writing Samples • Retell Rubrics • Informal Vocabulary Inventory What are you looking for with these assessments? How will they help you plan for future vocabulary instruction?

  26. Now what??? How will I use this information to guide my instruction or support other teachers?