Vocabulary

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Vocabulary

• NELIP Presentation
• Tamara Baren
• Checklist
• Make sure you signed in did Web
  registration.
• Get a Think notebook, highlighter, and post-its
  from the table baggie.
• Share a text handout with a table partner.

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Todays Goals

• Develop overview of current research.
• Learn 5 new active vocabulary engagements to use
  tomorrow and next week.
• Examine our own internalized processes for
  vocabulary.
• Think about Tier 1, Tier 2, and Tier 3 words in
  our reading.
• Survey many activities in the handout for lesson
  planning.

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(No Transcript)
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Team Graphing Activity

• Table teams of 5 people Each team member uses a
  different color of marker.
• Each team member colors a large dot in the
  appropriate box that shows the team members
  active level of knowledge for each vocabulary
  strategy.
• Levels of Knowledge
• -never heard of it -heard of it but
  dont know it
• -know it and use it -could teach it to
  others

Team discusses outcome of graph and their levels
of knowledge.
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During elementary school, at any given time, a
childs maximum level of reading comprehension is
determined by the childs level of listening
comprehension.
Biemiller, 1999
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Big Pictures anchor our teaching

• Page 10 is the National Reading Panel
• Note the 5 types of vocabulary
• Listening
• Speaking
• Reading
• Writing
• Sight

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Big Pictures helps us stay on track Pages 11-13
is the checklist of the standards for vocabulary
use them in your lesson plan book to track
student progress/your planning.
Page 14 - a summary of the 90 minute reading
block. - Key elements and where Vocabulary fits
in.
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Vocabulary Quote Mixer

• 1. Silently skim and scan the quotes on
• pages 16 and 17.
• 2. , /, ? Mark 3 quotes to share.
• 3. At the signal, take your quote pages, move
  5 strides to meet greet, then share 1 quote you
  highlighted. Listen and mark the quote of your
  partner.
• Move on to talk/listen to two others.
• 4. Collect up to 5 research practices.
• 5. Return to your table and write on the chart
  three ideas that your table agrees are key.

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5 Research Practices for Planning

• Oral language precedes written language learning.
• Learning is meaningful and contextualized.
• Vocabulary is taught directly with active
  engagements.
• Students need repeated meaningful exposure.
• Knowledge of words related by meaning and
  structure.

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Many students arrive at school with insufficient
language knowledge to support learning, be it
English or another language. Students may see
little similarity between family talk and the
more formal teacher talk of the classroom.
Understanding oral language development, Lets
Talk About It! Monda Publishing 2004
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When students become interested in and
knowledgeable about words, reading fluency and
comprehension will take a major leap forward.
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How do we get students to become interested in
and knowledgeable about words?

• Three principles of Effective Instruction
• Integration
• Repetition in quick and fun ways
• Meaningful use

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Brain Friendly Instruction

• Starts within the students literacy level.
• Framed around interaction/directed talk.
• Involves a product that is meaningful.
• Uses multiple modalities.

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5 Step Process Reaching for Schema pg 33

• 1. Explain, describe, or dramatize but dont give
  the new word or term yet.
• 2.Draw/sketch/symbolize the new term.
• 3. Give new term. Ask students to generate their
  own explanation or description of the term.
• 4. Ask students to create their own
  nonlinguistic representation of the term.
• 5. Periodically ask students to review the
  accuracy of their explanations and
  representations.

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Pre Reading Word ClusterOral language precedes
written language

• 1. Study page 36 Name aloud
• everything/everyone seen.
• 2. Collect the words on a chart.
• 3. Listen to the text and review the
• illustration.
• 4. Mark the words we found in the text.
• 5. Circle the words not in the text.
• 6. Star the key words. kitchen
• 7. Notice any new words.
• 8. Reread pg 38 with a shoulder
• partner. Circle three words you find
  
• interesting. pg 37

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Think about the learning dynamicHow does this
activity build strong vocabulary/ strong readers?

• Predicting words/concepts.
• Oral language development.
• Note-taking to track thinking.
• Public charting as a motivator.
• Reading for a purpose.
• Rereading for personal vocabulary choice.

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Interesting Words pg 39, 44, 45, 46

• What are interesting words
• jazzy, beautiful, funny, challenging,
• delightful, puzzling, mysterious
• In The Memory Coat we noticed the interesting
  word.
• commotion

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Concept of Definition Mapping our word thinking

• Lets use the word commotion from The Memory Coat
• Concept of Definition chart
• Builds oral language/academic talk.
• Invites rereading.
• Teaches students how to think about words.
• Creates a public chart of class thinking.

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Related Words build vocabulary through
meaning/spelling pg 47 48

• From Memory Coat the key concept of relatives
• Two types of activities
• Structural spelling/meaning
• synonym clusters
• Building charts together models the thinking
  process, allows students to participate, and
  internalizes the learning.

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Collecting Interesting WordsAt your table each
person takes 2-3 activities to preview round
robin share tab pages, share out

• Interesting Word Wall (ABC format)
• Vocabulary Word Book pg 94
• Negotiated Definition pg 93
• Semantic sorts pg 90,117-119
• Key Word Book pg 88,
• Personal word wall, Alphaboxes pg 126
• Great verb collection pg 133
• Describing Word Wall, etc.
• Theme related words (science, math, social
  studies)
• Wondrous Words every week pg120

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Just Right words

• There are no national or state lists of words to
  learn per grade level.
• Meanings must be put into everyday
  language/defined with a students own oral
  written language.
• If its too hard, they wont learn it.
• Steven Stahl

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Keep an Eye on Literacy Development

• What spelling is the student doing without help?
• The spelling structures the student is using
  indicate the independent level.
• Students can read slightly beyond where they
  spell.
• Vocabulary words arent spelling words and
• shouldnt be mixed.
• Students can notice words far beyond their own
  spelling level with your support.
• Instructional choices are based on literacy
  level.

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Student Literacy Development pg 74-78

• Emergent Great Pretenders
• Beginning Only Just Begun
• Transitional Getting Up a Little Speed
• Intermediate All the Pieces in Place and running
• AdvancedFinely Tuned and Purring

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Build schema by NoticingKey Vocabulary in a
whole group setting

• Use Read Alouds to introduce concepts and extend
  schema.
• Model noticing and collecting key vocabulary
  words.
• Create interest/passion for words.
• In small group students collect and study words
  appropriate to their instructional level.

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Serving All Our Learners

• Page 56-57 Research quotes
• Page 59 Interesting facts/numbers
• Page 61 Brain research
• Page 62 Universal Design for Learning
• Page 63-64 and 66 ELL Strategies
• Page 65 Model for Word learning and web
  sites
• Pg 66 Unknown word strategy
• Pages 67-69 Oral language/oral language
  assessment from Mondo

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Pre-Teaching Textbook Vocabulary

• Skim the science text with each level of reader
  in your class in mind. What groups will need
  support?
• Can you pre-teach vocabulary and concepts to ELL
  students in small group before lesson?
• What vocabulary activities can you do to get the
  7-14 meaningful contacts?
• Which words in the text could you use the context
  for definitions?

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Semantic Sorts

• Collections of content vocabulary.
• Builds definitions through oral
  engagements/research.
• Whole group/small group/pairs/independent work.
• Used as a preview to content reading.
• Can be a mid-way unit assessment.
• Can be used as a final evaluation.

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Semantic Sorting Guides

• Open the envelope and split the cards two to
  three ways.
• Each partner takes turn to say and lay one card
  at time in in four unsorted columns.
• Listen for the directed closed sort.
• Disagree? Listen for clarification and comment
  after each person shares out.

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Not All Contexts Are Created Equalpgs 40-43

• LEAN Very few clues in the actual sentence or
  the surrounding sentences. Student knowledge is
  needed

• RICH Within the sentence is a paraphrase or
  other clues for the concept. In surrounding
  sentences, descriptions or ideas build the
  concept.

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Rich/Lean Texts Task

• Directive explicit and detailed
• Generally directive general information
• Nondirective
• No information
• Misdirective
• could be misleading

• Sample pg 42 Transitional selections which words
  are critical to students comprehension?
• Which are lean? Rich?
• What would you do to help students to understand
  the texts?

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Tier One, Two, and Three Words

• Beck (et al)
• Tier 1 Words easy everyday objects, feelings,
  experience basic vocabulary..
• Tier 3 words esoteric, domain specific, topic
  centered
• Tier 2 words words that create meaning, mood,
  nuance, description, and tone to reading
• (nouns, verbs, adjectives, adverbs)
  
• page 70

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Finding and Teaching Tier 2 and 3 words

• Turn to page 71
• 1. Silent read this selection
• 2. Circle 5 Tier One words-everyday objects,
  actions, etc.
• 3. Star 3 Tier Three words-domain specific
  words
• 4. Highlight 5 Tier Two words clarify, help
  visualize, build tone, and can be used in
  multiple situations

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Examples from text Old Jasper pg 71

• Tier 1 examples moon, watched, cried, water,
  river, tail, feet, ground, shouted
• Tier 3 examples words about lagoon, shallows,
  reeds
• Tier 2 examples canoe, milky, horizon, drift,
  peeping, dusk, horizon, allowed, flimsy,
  slinking, thrashing, gasped, froth, whipped,
  waded
• Tier twos paint the rich mental and sensory
  images necessary for deep aesthetic
  comprehension. They bring nuance to our
  reading/speaking world.

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Researchers think that. Word knowledge is not an
all-or none proposition (Beck and McKeown,
1988)and that we need to attend to our students
levels of word knowledge (which) should dictate
instructional strategies. (Beck, McCassin,,
McKeown,, 1980) page 100
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Unpacking our own vocabulary thinking process

• Handout Riding the White Horse Home
• Circle 5-10 interesting words as you read
• Which ones had rich or lean contexts?
• Which ones did you know cold? Which ones did
  you kind of know?
• Which ones did we figure meaning through
  morphological structure?

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Levels of Word Knowledgepg 100-103 Text
excerpt Riding the White Horse Home

• Sort these words ruckus, hobble, reticent,
  slated, reverence, hoar frost, gawk, bawling,
  baldy, wobbly, osmosis, contiguous

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Levels of Word Knowledge

• Examine the 4 columns or levels of knowledge pg
  102
• Look back at the Tier 1-3 words in Old Jasper
• Think about a below-grade level child/ELL
  student/or gray area student.
• Write your 4 words on the chips in your table
  bag.
• Now use the words and mind-set of that student to
  sort your words. Explain your thinking to your
  partner.
• What did you notice? How could you use this
  format weekly?

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Negotiated Definition

• Choose a word in context to define.
• Reread for information in the context.
• Put the meaning in your own words.
• How can we use the words in sentences?
• What part of speech is this use of the word?
• Draw a picture of the word meaning in living
  color.
• Display the poster and celebrate your great new
  word!

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The Importance Of Vocabulary Development page 60

• Children differ in vocabulary upon entering
  kindergarten (Up to 2 years difference).
• The gap between advanced children and delayed
  children grows wider during elementary years.
• Current school practices have little effect on
  oral language development.
• Those who enter 4th grade with significant
  vocabulary deficits show increasing problems with
  reading comprehension.
• Early delays in oral language come to be
  reflected in low levels of reading comprehension
  and low levels of academic success.
  Biemiller, 1999

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Museum Tour 20 minutes

• 1. Find your interesting word partner.
• 2. Review pages 84 137.
• 3. Pick an interesting activity that you might
  want to try in your classroom.
• 4. Create an example of the technique using one
  of the text samples. Do the techniques as if you
  were the student and be prepared to explain it as
  a teacher to the museum participants (directions
  on page 53).
• 5. 1 partner will tour the museum and the other
  will be the docent. After 5 minutes switch roles.

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Wrapping up
Something that squares with my thinking Somethi
ng that keeps circling around in my head Three
points/activities to remember and use
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Summary Activities

• Please remember to do the evaluation
• -mark 7 or N/A if the content did not apply to
  you.
• Table Task Drawing Time for stuff!
• Make sure you signed in did Web registration.
• Thanks for working with these ideas today!

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