P1246990959yHlhB

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Presented by

• Barb Mazzolini bmazzoli_at_cusd200.org
• Teach Reading Lab 1 2/ Project CRISS trainer
  and teacher coach
• Amy Stoops astoops_at_cusd200.org
• Teach Reading Lab 1 2/ Project CRISS trainer
  and teacher coach

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Vocabulary RESEARCH

• Looking up words in a dictionary and memorizing
  definitions is not effective (Nagy Scott,
  2001).
• The meaning of a word must be expanded beyond a
  simple definition.
• Greater vocabulary knowledge happens when
  students select words and/or the strategies for
  learning words (Blachowicz and Fisher, 2000).
• In classrooms where students have opportunities
  to become immersed in reading and writing,
  vocabulary development improves.

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?Project CRISS 2006
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Vocabulary CHALLENGES

• How many words to teach?
• What type of instruction?
• How much prior knowledge do students have about a
  word or a concept?
• Do I need to pre-teach a vocabulary word before
  students read?
• How can I engage students in repeated exposures
  to a word and still keep their interest?
• Ten years from now what do I
• want my students to remember?

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Brainstorming

• With a partner brainstorm practices in vocabulary
  instruction that are effective.
• With a partner brainstorm practices in
  vocabulary instruction that are ineffective.

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Rate the list of ten words

• Rate the list of words according to the criteria
  listed
• Share with a partner we would have students
  teach their partner words they rated a 1 and
  their partner rated a 2 or 3
• Share whole group we would have students share
  words they rated a 1
• Now the whole class has background knowledge on
  all 10 words
• Note Vocabulary Knowledge Rating Scale II

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Enhance Direct Vocabulary Instruction With
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DESCRIPTIONS

• Use descriptions initially, NOT definitions to
  teach new words.
• People will remember a description better than a
  definition for a new word.

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IMAGES

• To enhance long-term memory storage, students
  must be able to create images to represent new
  wordsin addition to being able to come up with a
  definition of the word.

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LEARNING THROUGH REPEATED EXPOSURE

• Learning a new word involves more than one trial
  it requires more than memorizing a definition.
• We have to use it multiple times and in different
  ways (mapping, adding contextual information,
  writing and speaking) before a word becomes part
  of our working vocabulary.

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EXAMPLES

• Give students plenty of examples of what the word
  means as well as providing them with examples of
  the word used properly in a sentence.
• Provide examples of other words in the word
  family, or provide examples of concepts/ideas
  that are similar.
• Teachers tend to assign, question, and lecture
  students about content, but do little to teach
  students how to understand and learn new
  information (Pressley, 2002).

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Create your own vocabulary chart

• Use expunge, roster, impede, evade, incite,
  bludgeon, reminisce, opportune, ambiance, or
  enrage
• Share with a partner

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CONNECTIONS

• Students remember better when they can connect
  words to their background knowledge.
• The word ____ reminds me of____ because ___.

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Create your own Connect Two

• Use expunge, roster, impede, evade, incite,
  bludgeon, reminisce, opportune, ambiance, or
  enrage
• Share with a partner
• Share whole group

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TALK

• The students need opportunities to discuss what
  they are learning (learning is social.)
• Can use Think-Pair-Share
• Discussion promotes deep understanding of text,
  leads to higher-levels of thinking and problem
  solving, and improves communication skills
  (Gambrell, 1996).

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Enhance Indirect Vocabulary Instruction With
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Word Walls

• A word wall is a display area in the classroom
  devoted strictly to vocabulary that will be used
  or is being used during the course of a
  particular unit of study.
• Word walls have become a popular tool to teach
  literacy strategies in today's classrooms
  (Brabham Villaume, 2001).

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LISTENING and WRITING

• Provide students with opportunities to hear words
  to increase their speaking vocabulary and improve
  their reading ability.
• Students become better writers and more active
  learners when they write often (Atwell, 1998
  Zinsser, 1998.)

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LISTENING and WRITING continued

• Put It In Your Own Life
• Put It In Your Own Life reveals whether students
  understand word because it asks them to put the
  words in their own lives.
• That is, they must describe how the word could
  fit into their world, and this can be done either
  orally or in writing.
• Does the word describe someone in their family,
  neighborhood, or favorite television program?
  Does the word depict an event, an action, or an
  emotion that they have experienced or observed in
  others? What are the circumstances surrounding
  this word?

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Fit Them In

• Ask the students to write their own
  monologue/dialogue, which has to include the
  whole vocabulary set.
• If this task is difficult, ask them to modify a
  play, a poem, a short story, or a book they are
  currently reading by fitting into the writing 50
  of the vocabulary set.
• They can make any changes that they want to the
  writing.

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PLAY

• Provide opportunities to play with words.
• Have the students write poetry, raps, letters,
  skits, etc.
• Playing with language and working on word choice
  when writing helps to increase a students
  working vocabulary.
• Charades, Win-Lose or Draw,Wordo, etc.
  http//jc-schools.net/tutorials/vocab/TN.html

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Think Link

• Hand out Think Link cards to students in the room
  (the number of Think Link cards you have will
  depend upon how many vocabulary words are being
  studied).
• Have one student read the Q (question
  vocabulary definition) on his card. Another
  student in the class should have the answer
  (definition). They should then read the question
  (vocabulary definition).
• This should continue until the original student
  has the final answer.
• Every student should be linked together.
• If there are not enough cards for the entire
  class, the teacher may do the Think Link with
  half the class at a time.
• TEN VOLUNTEERS TO DEMONSTRATE

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WORDO

• A variation of BINGO.
• Create sheets with either 9 or 25 squares on them
  (depending upon how many words you have). You
  can either provide students with game sheets that
  have the words already written on them, or you
  can call on students to select words and allow
  them to write the word in any given square.
• Provide students with plastic discs or small
  squares of paper to cover a word when it has been
  called.
• Either the teacher or a students can call the
  words from the index cards.
• You can vary this by reading the definition
  instead of the word.
• TIC-TAC-TOE is in alternative to this activity.

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Word Jar

• Put all the words you want to review into a jar.
• Divide the class into 2 teams.
• The first team picks a member to select a word
  from the jar.
• He or she then defines the words, makes a
  connection, and provides an example for the word.
• A correct response earns 1 point.
• The person who selected the word can then earn an
  additional point by using the word correctly in a
  sentence but he or she cannot accept help from
  a teammate.

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Poster Session

• Ask student(s) to select or assign to student(s)
  vocabulary words.
• Ask each student(s) to complete a poster
  illustrating the three words.
• The poster display should be self-explanatory
  depicting the use of words in an illustration of
  the appropriate use of the word.

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Try a Text Impressions

• Create a story using each of the words in the
  order that they are listed.
• You may change the ending to the words by adding
  ing, s, ed
• Your story should have a theme or topic and make
  sense.
• Share with a partner when you are done

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PROFICIENT
Stacies was so proficient at volleyball that she
aspired to make the varsity team her freshman
year of high school.
Joe was proficient at discharging bodily odors.
Skillful to be very good at something
ASPIRE
NOXIOUS
physically or mentally destructive, or harmful
to human beings
something one hopes to achieve goal
ENDURE
The marine life had to endure the noxious
pollutants discharged into the bay by the paper
mill.
Stacie aspired to be the best on the team, so
she endured double practices for four months.
to carry on through despite hardships to put up
with
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Try a Four Dimensional Study, Vocabulary
Triangle,and/or Vocabulary 5 Square

• Share with a partner when you are done
• Complete if we have timeotherwise try on your
  own ?

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IN CONCLUSION

• Learning requires active involvement (Duke
  Pearson, 2002).
• Vocabulary knowledge increases when students (not
  teachers) make connections between vocabulary
  terms (Blachowicz and Fisher, 2000).
• Vocabulary knowledge increases when students
  create their own images and actions to represent
  word meanings (Blachowicz and Fisher, 2000).
• Vocabulary knowledge increases when students use
  new vocabulary terms in multiple ways (writing,
  talking, organizing, graphics, etc.) (Blachowicz
  and Fisher, 2000).

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