Word Up! Vocabulary Instruction in the 21st Century Classroom - PowerPoint PPT Presentation

word up n.
Download
Skip this Video
Loading SlideShow in 5 Seconds..
Word Up! Vocabulary Instruction in the 21st Century Classroom PowerPoint Presentation
Download Presentation
Word Up! Vocabulary Instruction in the 21st Century Classroom

play fullscreen
1 / 28
Word Up! Vocabulary Instruction in the 21st Century Classroom
1286 Views
Download Presentation
hellojenjones
Download Presentation

Word Up! Vocabulary Instruction in the 21st Century Classroom

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

  1. Word Up! Vocabulary Instruction in the Vocabulary Instruction in the 21 21st st Century Classroom Century Classroom by by Hello Literacy Hello Literacy

  2. Where in the day could word learning occur?

  3. Receptive Vocabulary (in) & Expressive Vocabulary (out)

  4. “The difference in the number of words known by students with poor vocabularies versus students with rich vocabularies is extensive, grows over time, and becomes apparent early.” (Baker, Simmons & Kameemui, Big IDEAS, University of Oregon)

  5. “The extent of oral language is highly correlated with later reading proficiency.” (Bishop &Adams, 1990; Butler, Marsh, Sheppard & Sheppard, 1985; Pikulski & Tobin, 1989; Share, Jorm, MacLean & Matthews, 1984)

  6. “Some children decode words fluently and still have reading comprehension problems that seem to stem from language comprehension problems.” (Oakhill, Cain & Yuill, 1998; Yuill & Parkin, 1986)

  7. “We use words to think; the more words we know, the finer our understanding is about the world.” (Stahl, 1999)

  8. “Comprehension of a text depends crucially on knowledge of specific words that may not be familiar to some students.” (Nagy, 1998)

  9. Now What? Directions: For each word, write a sentence and use the word correctly in the sentence. 1. 1. epiphenomenal epiphenomenal: having the character of or relating to an epiphenomenon ________________________________________________________ 2. kern kern: to form or set (as a crop of fruit) ________________________________________________________ 3: stative stative: expressing a bodily or mental state ________________________________________________________

  10. “Definitions, as an instructional device have substantial weaknesses and limitations. Definitions do not teach you how to use a new word and do not effectively convey concepts. Think of it this way: Why isn’t a glossary of biological terms an adequate substitute for a biology textbook?” (Nagy, 1989) “…thus knowing a word cannot be identified with knowing a definition.” (Nagy & Scott, 2000)

  11. Marzano’s steps

  12. All these steps in 1 day (5-10 minutes) Done IN a content area notebook, mixed in with other content area notes 4 point rubric of understanding • • • These steps done over several days. • Done outside the notebook • In pairs, groups, at centers, etc. • 4 point rubric of understanding

  13. A Kagan “Structure” A “Game” Quiz Quiz trade www.kaganonline.com

  14. The Text-Talk Lesson 30 Minutes Read-Aloud (15 minutes) Word Play (15 minutes)

  15. A Demonstration Lesson

  16. Create “student friendly” definitions Create “student friendly” definitions • Ask yourself “When do I use this word?” • Use everyday language to explain the meaning. • Keep focused on the central meaning. • Try to include something, someone, or describes in your explanation to clarify how the word is used. Create and use instructional contexts Create and use instructional contexts • Contextual meaning for the word that are from the teacher, in a context other than the book. • Instructional contexts are used along with (not • instead of) “student friendly.” Active Engagement & Interaction Active Engagement & Interaction • It is essential that students begin using a new word immediately, meaningfully, and in multiple contexts. • Examples are: Word Associations, Have You Ever…?, Applause! Applause! , Idea Completions or Open-Ends like “When might…How might…Why might…”

  17. Comparing Two Target Words Comparing Two Target Words • The sidewalk: paved or amazing? • Taking a walk to look for shells: amazing or exploring? • Michael Phelps 25 gold medals: amazing or paved? Using All Target Words Together Using All Target Words Together

  18. Criteria for Selecting Tier 2 Words: Select words are most necessary for comprehension Choose words that can be: • Connected to what students know • Explained with words students know • Will be useful and interesting to students

  19. UTAH FIRST SUPPLEMENT BUNDLE UTAH FIRST TEXT TALk LESSONs

  20. Photo Credits 1. http://turangawaewae.files.wordpress.com/2008/10/flickr-words.jpg 2. http://www.roebuck.herts.sch.uk/pupil-premium/our-school/the-school-day/ 3. http://www.anchorhocking.com/prodd_3586_cat_18_tiered_platters.html 4. Clipart by Melonheadz 5. http://depositphotos.com/1337840/stock-photo-Water-splashing.html More Vocabulary Resources www.helloliteracy.blogspot.com