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Vocabulary: Defining Best Practice in Reading First Schools Part 2 Georgia Reading First. Today’s Goals. Learn about scientifically-based instructional approaches (in addition to read-alouds) Discuss how these approaches are being (or could be) implemented in Reading First schools.

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slide1

Vocabulary:

Defining Best Practice in Reading First Schools

Part 2

Georgia Reading First

slide2

Today’s Goals

  • Learn about scientifically-based instructional approaches (in addition to read-alouds)
  • Discuss how these approaches are being (or could be) implemented in Reading First schools
slide3

In addition to read-alouds, what are some of the most effective ways of teaching vocabulary?

slide4

Some Research-Based Techniques

  • Semantic Feature Analysis
  • Graphic Organizers
  • List-Group-Label
  • Semantic Maps (word webs)
  • Word Lines
  • Word Sorts
slide5

As we examine these approaches, think about how well your core incorporates each one.

(We’ll come back to this question!)

golf n

golf n.

a good walk spoiled

(Mark Twain)

2. a game in which a player using special clubs attempts to sink a ball with as few strokes as possible into each of the 9 or 18 successive holes on a course (Webster)

slide8

a game in which a player using special clubs attempts to sink a ball with as few strokes as possible into each of the 9 or 18 successive holes on a course

slide9

class distinguishing features

a game in which a player using special clubs attempts to sink a ball with as few strokes as possible into each of the 9 or 18 successive holes on a course

slide10

class distinguishing features

a game in which a player using special clubs attempts to sink a ball with as few strokes as possible into each of the 9 or 18 successive holes on a course

slide12

humans adult female

woman + +

man + o

girl o +

boy o o

slide13

games clubs ball o

golf+ +

hockey + o

basketball o +

slide14

games clubs ball o

golf + +

hockey + o

basketball o +

slide15

games clubs ball

golf + +

hockey + o

basketball o +

slide16

games clubs ball

golf + +

hockey + o

basketball o +

slide17

games clubs ball

golf ++

hockey + o

basketball o +

slide18

games clubs ball

golf ++

hockey+ o

basketball o +

slide19

games clubs ball

golf ++

hockey+o

basketball o +

slide20

games clubs ball

golf ++

hockey+o

basketballo +

slide21

games clubs ball

golf ++

hockey+o

basketballo+

slide22

Characters Wise Adventurous

Frog

Toad

Curious George

what s so great about them
What’s so great about them?
  • They help kids “see” abstract content.
  • There is little to “read.”
  • They are easy to construct and discuss.
  • Technical terms can be taught in clusters.
  • They enhance recall and understanding.
  • They have an impressive research base.
slide27

Columbus Pilgrims American reaches land at RevolutionNorth America Plymouth begins 1500 1600 1700 1800

slide28

egg

adult

larva

pupa

slide30

Musical Instruments

wind nonwind

brass woodwind string percussion

trumpet clarinet violin drum

slide33

Frog and Toad Curious George

No people

Animal

Characters

Could

happen

Animals

talk

slide34

antennae

leg

thorax

wing

abdomen

Labeled Picture

slide36

List

Students brainstorm all the words they can recall at the end of a unit.

Group

Students suggest logical ways to group the words.

Label

Students suggest a label for each group they form.

slide37

Kinds of Snakes

garter

boa

copperhead

cobra

coral

Things Snakes Might Have

rattle

scales

fang

no legs

venom

tail

Where Snakes Are Found

trees

holes

ground

no legs garter

boa

venom

cobra

fang

scales

coral

tail

rattle

copperhead

trees

holes

ground

semantic maps

Semantic Maps

(Word Webs)

slide39

Brainstorming

Students offer ideas related to a topic.

Mapping

Teacher and students form categories and map the words into a diagram.

Reading

Students read a nonfiction selection.

Completing the Map

Teacher and students revisit the map and together refine and expand it.

slide40

Kinds of Snakes

garter

boa

copperhead

cobra

coral

Things Snakes Might Have

rattle

scales

fang

no legs

venom

tail

Where Snakes Are Found

trees

holes

ground

no legs garter

boa

venom

cobra

fang

scales

coral

tail

rattle

copperhead

trees

holes

ground

slide41

rattle no legs

scales venom

fang tail

Things Snakes

Might Have

Snakes

Kinds

Where

garter

boa

copperhead

cobra

coral

trees

holes

ground

slide43

animal

mammal

“meow”

c-a-t

cat

dog

4 legs

/kat/

pet

lion

slide50

Open Sort

Categories are not given.

thorax pupa

abdomen antennae

wing larva

adult head

egg leg

slide51

Closed Sort

Parts Stages

slide52

Closed Sort

Parts Stages

thorax pupa

abdomen egg

wing larva

head adult

leg

antennae

slide53

Some Research-Based Techniques

  • Semantic Feature Analysis
  • Graphic Organizers
  • List-Group-Label
  • Semantic Maps (word webs)
  • Word Lines
  • Word Sorts
slide54

What do all of these techniques have in common?

They involve clusters of related words.

They encourage children to categorize.

slide56

“In the long run, effective intervention will involve extended vocabulary work as a normal part of a primary curriculum.” (p. 34)

Andy

Biemiller

Biemiller, A. (2004). Teaching vocabulary in the primary grades.In J.F. Baumann & E.J. Kame’enui (Eds.), Vocabulary instruction: Research to practice (pp. 28- 40). New York: Guilford.

slide57

Suggested References

Baumann, J.F., & Kame’enui, E.J. (2004). Vocabulary

instruction: Research to practice. New York: Guilford.

Bear, D.R., Invernizzi, M., Templeton, S.R., & Johnston, F.

Words their way (3rd ed.). Upper Saddle River, NJ:

Prentice-Hall.

Beck, I.L., McKeown, M.G., & Kucan, L. (2002). Bringing

words to life: Robust vocabulary instruction. New

York: Guilford.

Nagy, W.E. (1988). Teaching vocabulary to improve reading

comprehension. Newark, DE: IRA.

Stahl, S.A. (1999). Vocabulary development. Cambridge,

MA: Brookline Books.

Stahl, S.A., & Kapinus, B.A. (2001). Word power: What

every educator needs to know about teaching

vocabulary. Washington, DC: NEA.

Stahl, S.A., & Nagy, W.E. (2005). Teaching word meanings.

Mahwah, NJ: Lawrence Erlbaum.