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Strategies for Vocabulary Development

Strategies for Vocabulary Development. Middle & High School. Martha Lamb August, 2010. Today’s Schedule. 9:00 – 9:30 Get-Acquainted Activity 9:30 – 10:30 Part I 10 :30 – 10:40 Break 10:40 – 12:00 Part II 12:00 – 1:15 Lunch 1:15 – 2:30 Part III 2:30 – 2:40 Break 2:40 – 4:00 Part IV

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Strategies for Vocabulary Development

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  1. Strategies for Vocabulary Development Middle & High School Martha Lamb August, 2010

  2. Today’s Schedule • 9:00 – 9:30 Get-Acquainted Activity • 9:30 – 10:30 Part I • 10:30 – 10:40 Break • 10:40 – 12:00 Part II • 12:00 – 1:15 Lunch • 1:15 – 2:30 Part III • 2:30 – 2:40 Break • 2:40 – 4:00 Part IV **Solicit volunteer to be time-keeper

  3. Get Acquainted

  4. Goals • Use research-validated practices for selecting and prioritizing words for vocabulary instruction • State the five essential steps for teaching vocabulary to mastery (A-PREP) • Name at least three ways of providing a context when teaching new words • Identify at least five different activities to use for the “elaboration” phase of vocabulary instruction • Access numerous activities to use for the “practice & play” phase of vocabulary instruction Each participant will be able to:

  5. Turn and Talk Turn to a partner and discuss what you know about how a child learns to talk.

  6. Functional Vocabulary

  7. Functional Vocabulary Written vocabulary Spoken vocabulary Reading vocabulary Listening vocabulary

  8. Functional Vocabulary Written vocabulary Spoken vocabulary Reading vocabulary Listening vocabulary

  9. How is Academic Vocabulary Acquired? Wide Reading + Direct Vocabulary Instruction Strong Working Vocabulary • Implication for Instruction: • Choose words to teach based on each word’s: • Frequency of occurrence • Importance for understanding course content

  10. Selecting Words for Vocabulary Instruction Teach to ELLs Tier 1 words: Basic vocabulary (book, girl, run, orange. . . ) Tier 2 words: High frequency/multiple meaning words (masterpiece, fortunate, benevolent, measure. . . ) Tier 3 words: Low frequency/subject specific words (isotope, cardiovascular, legislative, metaphor, integer . . . ) High priority for instruction Should be taught selectively. Critical terms are essential for proficiency in content classes. Brain research tells us we must limit the number of words we teach at one time. For optimal learning, introduce no more than 3 – 5 new words per lesson.

  11. How can I prioritize my vocabulary terms??!? • Critically important • Useful, but not critical • Interesting, but not particularly useful

  12. Effective Vocabulary Instruction: A-PREP • Access Prior Knowledge • Teacher Provides a context • Students Re-state • Students Elaborate • Students Practice & play

  13. Access Prior Knowledge • Paired-Partner discussion • Vocabulary Self-Awareness Chart • Prediction chart or foldable

  14. Teacher Provides a Context • Tell a story • Share an image • Relate to a current event • Provide an experience Voluminous Avenue Turbidity Viscosity Classroom Example: Survivalism lesson

  15. Activity • List five words that you will be teaching in the coming year • Turn to a partner and brainstorm ways you could provide a context for your students when teaching these words • Teach one of the words to the group by providing a context

  16. Students Restate Definition In Their Own Words • Critical for comprehension & retention • Must be checked for accuracy** **Safeguard first-time learning

  17. Students Elaborate on New Vocabulary Terms • Create a visual: illustration, symbol, icon • Dramatize (live or with cartoon frames) • Examples • Non-Examples • List synonyms or antonyms • Word Parts Tools: • Jim Burke’s “Vocabulary Squares” • Frayer Model • Words Gone Wild • Expanded Flash Cards • Word Work Choice Board

  18. Activity • Move about the room while the music plays. . . When it stops, partner with the person who is nearest to you. • You & your partner will collaborate to answer questions about content you have learned so far today

  19. Activity • Move about the room while the music plays. . . When it stops, partner with the person who is nearest to you. • You & your partner will collaborate to answer questions about content you have learned so far today • What are the 5 steps for teaching vocabulary and what is the acronym for those 5 steps?

  20. Activity • Move about the room while the music plays. . . When it stops, partner with the person who is nearest to you. • You & your partner will collaborate to answer questions about content you have learned so far today • Name the 3 ways that were presented for accessing prior knowledge of vocabulary words.

  21. Activity • Move about the room while the music plays. . . When it stops, partner with the person who is nearest to you. • You & your partner will collaborate to answer questions about content you have learned so far today • Name 4 ways of providing a context when teaching new terms.

  22. Activity • Move about the room while the music plays. . . When it stops, partner with the person who is nearest to you. • You & your partner will collaborate to answer questions about content you have learned so far today • Name 5 different tasks (not tools) you can have students do to elaborate upon vocabulary terms.

  23. soliloquy • subsidy • overload (law of) • biodegrade • outlier

  24. Activity Elaborate on three of the terms by utilizing a different elaboration tool for each word. Terms: Tools: soliloquy Vocabulary Boxes subsidy Frayer Model overload (law of) Words Gone Wild biodegrade Expanded Flash Cards outlier Word Work Choice Board

  25. Effective Vocabulary Instruction: A-PREP • Access Prior Knowledge • Teacher Provides a context • Students Re-state • Students Elaborate • Students Practice & play

  26. Students Practice and Play With Words • 10-24-7 rule of practice • Puzzles • Random Name Picker (classtools.net) • Quizlet • Linear Arrays • Which One Doesn’t Belong • Classroom Feud

  27. Goals • Use research-validated practices for selecting and prioritizing words for vocabulary instruction • State the five essential steps for teaching vocabulary to mastery (A-PREP) • Name at least three ways of providing a context when teaching new words • Identify at least five different activities to use for the “elaboration” phase of vocabulary instruction • Access numerous activities to use for the “practice & play” phase of vocabulary instruction Each participant will be able to:

  28. BREAK Return when you hear the theme song from Cheers

  29. BREAK Return when you hear the theme song from Cheers

  30. Lunch One hour + ten minutes for lunch Be ready to start at the end of “Cheers” music.

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