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Vocabulary Development at VOISE: What does the professional knowledge base tell us?

Vocabulary Development at VOISE: What does the professional knowledge base tell us?. Summer 2009 Presented by Greg Bonsignore, Reading Specialist. Objectives:. To develop a common professional language for discussing vocabulary development.

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Vocabulary Development at VOISE: What does the professional knowledge base tell us?

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  1. Vocabulary Development at VOISE:What does the professional knowledge base tell us? Summer 2009 Presented by Greg Bonsignore, Reading Specialist

  2. Objectives: • To develop a common professional language for discussing vocabulary development. • To become secure in the research that is driving our vocabulary instruction. • To review our core vocabulary strategies. • To prepare to integrate new vocabulary strategies into our content area instruction.

  3. What is “vocabulary development”? Take a moment to fill in your semantic map. VOCABDEVSemanticMap.doc

  4. Semantic maps: • Work well with conceptual terms. • Are part of pre-teaching a text. • Graphically represent the relationships among words. • Actively engage learners in the generation of word meanings.

  5. Now that we have a common understanding of “vocabulary development”, here are some more terms you will encounter in this presentation: Take a moment to complete your Vocabulary Knowledge Rating. VOCAB101VocabKnowledgeRate.doc

  6. Vocabulary Knowledge Rating: • Is also part of pre-teaching a text. • Is about preparing learners to encounter new words. • Promotes metacognition, or thinking about one’s thinking. • Will not teach new words by itself.

  7. Some questions and answers about vocabulary development

  8. What do we know about vocabulary knowledge? • It is one of the most significant predictors of reading comprehension. • There is a gap in between economically disadvantaged and economically advantaged children that begins in preschool and persists through the school years.

  9. What do we know about vocabulary knowledge? • It is a critical factor in the school success of English-language learners. • It affects comprehension differently depending on what is being read. This is because of academic vocabularies, or words with precise meanings that are central to the content area, but that differ across subjects. Literature is not as dependent on academic vocabulary as a subject like science is.

  10. What do we know about good vocabulary instruction? • An integrated approach to vocabulary is necessary, meaning it is considered in all subject areas. • A comprehensive approach is needed in schools, consisting of a common philosophy and shared practices, based on a solid understanding of the professional knowledge base.

  11. What do we know about good vocabulary instruction? • It takes place in a word-rich environment (lots of reading materials, read-alouds, discussions about and modeling of the use of new vocabulary, not to mention a culture of curiosity and excitement about new words).

  12. What do we know about good vocabulary instruction? • Incidental word learning, through listening or reading, is important to vocabulary development, as it promotes word consciousness, an awareness of words, noting how meanings change, and a curiosity for vocabulary development.

  13. What do we know about good vocabulary instruction? • Context clues by themselves can be misleading, but can be useful in conjunction with generative word elements (affixes, roots that can combine to make new words). • It includes intentional word learning, through explicit instruction, though research does not show that any one type is uniformly effective.

  14. Some guidelines for intentional word learning: • Learners are actively involved in the generation of word meanings (e.g.--integrating prior knowledge, building semantically related categories of words and concepts). • Instruction provides both definitional and contextual information about the words to be learned. • There is repeated exposure to new vocabulary (hearing new vocabulary again and again and having a chance to use it).

  15. Questions for future PD: • Which words should be taught? • Who should choose words to be taught? • What are some specific strategies or approaches to help ELLs? • How can technology enhance vocabulary development? • Assessment?

  16. REFLECTION Go back to your Vocabulary Knowledge Rating. Rate yourself again using a different color to indicate what you now know. Where do you need clarification? Discuss with your peers. What will vocabulary instruction look like in your class? How can I support you in your efforts?

  17. This presentation was based upon the findings in the following article: Blachowicz, C.Z., Fisher, P.L., Ogle, D., & Watts-Taffe, S. (2006, October/November/December). Vocabulary: Questions From the Classroom. Reading Research Quarterly, 41(4), 524–539. doi: 10.1598/RRQ.41.4.5 Go National-Louis, umm, Bookworms!?! Owls?!? Never mind. Go Hawkeyes!!!

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