html5-img
1 / 30

Vocabulary: A Powerful Connection to Comprehension

Vocabulary: A Powerful Connection to Comprehension. Tamara Konrade tamarak@essdack.org. 4 Types of Vocabulary. Why Vocabulary is Important…. The Vocabulary Gap. *Anglin 1993; Biemiller and Slonim 2001; Biemiller 2005.

mallory-gonzalez
Download Presentation

Vocabulary: A Powerful Connection to Comprehension

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. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Vocabulary: A Powerful Connection to Comprehension Tamara Konrade tamarak@essdack.org

  2. 4 Types of Vocabulary

  3. Why Vocabulary is Important…

  4. The Vocabulary Gap *Anglin 1993; Biemiller and Slonim 2001; Biemiller 2005

  5. Research shows that average students learn approximately 7 words per day (Miller, 1978). • At-risk students are learning less than 1-2 words per day or none at all.

  6. How Vocabulary is Learned • Indirectly: Children learn the meanings of most words through everyday experiences: • having conversations with adults and peers • hearing stories • reading extensively • Directly: Children learn vocabulary when they are explicitly taught both individual words and word-learning strategies: • morphemic analysis • contextual analysis

  7. Variation in Amount of Independent Reading Anderson, R. C. (1992)

  8. Common and Uncommon Words Frequent words = percentage of text from most frequent 1,000 words Rare words = number of rare words (not in most common 10,000) per 1,000 tokens Source: Hayes and Ahrens 1988

  9. Selecting Words Target vocabulary should include: • Words that are important for understanding the text or content (and that are not explained within the text). • Words that students will encounter often, functionally important words. ~Based on Beck et al. 2002

  10. Selecting Words to Teach (Beck, McKeown, Kucan, 2002)

  11. Demands of Text • Narrative • Unnecessary to know all the word--gist of the story. • Learning new words often involves learning a new term for a known concept. • Words are usually unrelated to each other. • Expository • Word meanings are closely tied to major topic. • New vocabulary is rarely associated with familiar concepts. • Words are often related to each other (e.g., metamorphosis, pupa, and larvae).

  12. B3: Vocabulary Tested Indicators ▲Context Clues (3-HS) definitions, restatements, examples, descriptions, comparison-contrast, clue words, cause-effect ▲Structural Analysis (3-HS) roots, prefixes, suffixes ▲Figurative Language (6-HS) similes, metaphors, analogies, hyperbole, onomatopoeia, personification, idioms, imagery, and symbolism

  13. B3: Vocabulary Tested Indicators ▲Context Clues (3-HS) definitions, restatements, examples, descriptions, comparison-contrast, clue words, cause-effect ▲Structural Analysis (3-HS) roots, prefixes, suffixes ▲Figurative Language (6-HS) similes, metaphors, analogies, hyperbole, onomatopoeia, personification, idioms, imagery, and symbolism

  14. Contextual Analysis “Clue instruction appears to be more effective than other instruction types or just practice.” Analysis by Fukkink and de Glopper (1998)

  15. Context Clues

  16. Contextual Analysis Strategy • Look for Context Clues in the words, phrases, and sentences surrounding the unfamiliar word. Determine: • Signal Words or Punctuation • Type of Context Clue Highlight different context clues you find in the article.

  17. B3: Vocabulary Tested Indicators ▲Context Clues (3-HS) definitions, restatements, examples, descriptions, comparison-contrast, clue words, cause-effect ▲Structural Analysis (3-HS) roots, prefixes, suffixes ▲Figurative Language (6-HS) similes, metaphors, analogies, hyperbole, onomatopoeia, personification, idioms, imagery, and symbolism

  18. Facts about Prefixes • Twenty prefixes account for 97 percent of the prefixed words in school reading materials. • Four prefixes (un-, re-, in-, and dis-) account for 58 percent of all prefixed words.

  19. Structural Analysis Highlight your grade level prefixes and suffixes.

  20. Structural Analysis Strategy • Look for the Root Word. What does it mean? • Look for a Prefix. What does it mean? • Look for a Suffix. What does it mean? • Put the Meanings of the Word Parts Together. What is the meaning of the whole word?

  21. B3: Vocabulary Tested Indicators ▲Context Clues (3-HS) definitions, restatements, examples, descriptions, comparison-contrast, clue words, cause-effect ▲Structural Analysis (3-HS) roots, prefixes, suffixes ▲Figurative Language (6-HS) similes, metaphors, analogies, hyperbole, onomatopoeia, personification, idioms, imagery, and symbolism

  22. Vocabulary Activities • Kansas Parent Information Resource Center:http://www.kpirc.org

  23. Attributes: Roll the Dice Start with the stack of reading standards vocabulary cards. Choose a vocabulary card and roll the dice. Give attributes or something you’ve learned for each vocabulary word you draw (roll a 3 = 3 attributes).

  24. Alphaboxes • At your table, write one word that relates to the state reading assessment.

  25. Word Sorts Sort the words relating to reading standards into categories.

  26. Graphic Organizers

  27. Pictures / Objects / Videos

More Related