exploding the vocabulary teaching the words students need for success
DESCRIPTION
Going one step beyond direct instruction of vocabulary, exploding the vocabulary is the way you can teach over 1600 words per year.TRANSCRIPT
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Exploding the Vocabulary: Teaching the Words Students
Need for Success
Keith Pruitt, Ed.S.Words of Wisdom
Educational Consultingwww.woweducationalconsulting.com
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Agenda
• Activating the Learning•How Many Words are Needed?
• The Connection with Comprehension
• Academic Purpose• Beck’s Method
• Building Schema• Exploding the Vocabulary• Prefixes, Suffixes, Roots
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I’m now going to tell you everything I know about
life.
This won’t take long.
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2 Minute Word Drill• Make as many words as possible in 2 minutes
from the following letters.
• B, D, H, M, N, P, C, K• A, O, I
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Of the 100,000+ words in the English language, only the 2,000 most frequent words (General Service List) are necessary for
students to understand at least 80% of daily conversation and writing. If students know…, in
conjunction with 570 high frequency academic words
found on the AWL (Coxhead), they may understand close to 90% of academic text. (Nation,
2002).
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Write down the words in the following reading that your
students would need to have explained.
The extrapolations led city officials to believe 24% of residents in the south side would be adversely affected by the release of carcinogenic gases from the plant. Thus they determined Hygene, Inc. to be a public hazard and suspended their operating license.
Turn and Talk
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Write down the words in the following reading that your
students would need to have explained.
The extrapolations led city officials to believe 24% of residents in the south side would be adversely affected by the release of carcinogenic gases from the plant. Thus they determined Hygene, Inc. to be a public hazard and suspended their operating license.
The Underlined words seem natural
choices for teaching.
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Write down the words in the following reading that your
students would need to have explained.
The extrapolations led city officials to believe 24% of residents in the south side would be adversely affected by the release of carcinogenic gases from the plant. Thus they determined Hygene, Inc. to be a public hazard and suspended their operating license.
How about these words and phrases?
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How Many Words Do Students Need?
…the number of new words students learn, especially in the primary grades, is about 3,000 new words per year (Baumann & Kameenui, 1991; Beck and McKeown, 1991; Graves, 1986). From Vocabulary Acquisition: Synthesis of the Research, Baker, Simmons, Kameenui, US Office Special Education,
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One must be drenched in words, literally soaked in them, to have the right ones form themselves into the proper pattern at the right moment.—
Hart CraneFrom Inside Words, Janet Allen, p.1
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ESL students rely more heavily on direct instruction than native speakers.
Goulden, Nation, Read, 1990
How can I instruct enough words to make a difference?
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The Connection With Comprehension
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I Am ReefBy Linda Hoyt
I am reefLaden with coral in wild wonderful shapesUndersea illusions of antler, tree, or bulging brainReef-building polyps grow and connectUrchin and anemone skeletons on limestoneSpreading my reachLayer upon layerEnormous underwater city
Plants and sea creatures crowd halls and tunnelsSeeking refugeRaising their youngSeeking their preyCoral reefHuge specter of strengthI am reef. from Interactive Read-Alouds, 4-5, Hoyt, 2007, p. 196
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I Am ReefBy Linda Hoyt
I am reefLaden with coral in wild wonderful shapesUndersea illusions of antler, tree, or bulging brainReef-building polyps grow and connectUrchin and anemone skeletons on limestoneSpreading my reachLayer upon layerEnormous underwater city
Plants and sea creatures crowd halls and tunnelsSeeking refugeRaising their youngSeeking their preyCoral reefHuge specter of strengthI am reef. from Interactive Read-Alouds, 4-5, Hoyt, 2007, p. 196
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People’s knowledge of any topic is encapsulated in the terms they know that
are relevant to the topic. The more students understand these terms, the
easier it is for them to understand information they may read or hear about
the topic. The more terms a person knows about a given subject, the easier it is to
understand—and learn—new information related to that subject.
--Marzano and Pickering
Building Academic Vocabulary Teacher’s Manual, Marzano and Pickering, 2005, p.2-3
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AcademicPurpose: Using Words
To Teach Concepts
What is a Soutache?
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What are some ways I could teach the word Soutache to students?
•Could just tell them- so exciting.•I could have them look it up.•I Could tell them, show them, and have them make one.
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A narrow herringbone patterned braid used as trim.
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For each of the following tell your conversation partner to which content area each of these words belong.
• Supernova•Ventricle•Depreciation•Outlier•Polyunsaturated•Cyclone•Mercantilism•Photosynthesis
The more a student knows of these the more successful a student will be
academically.
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Tell Your Partner What This Statement Means.
The Person Who Does All the Work in the Classroom
Has All the Memories.
The Brain Friendly Classroom, Love and Logic
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Taken from Inside Words, Janet Allen, p.21
What does this glass of milk have to do with the word intolerance?
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Tools Students Can Use to Learn Words
•Dictionaries•Working with the Context•Extensive Reading•Thesaurus Plus Dictionary•Internet Tools•Vocabulary Cards
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Focus on Vocabulary 1: Bridging VocabularyPearson Longman
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What is my level of understanding?
1. I don’t know this word.2. Seen or heard the word
before, but not sure of meaning.
3. I understand when I hear or see word, but don’t know how to use in writing or speaking.
4. I know word and can use it in writing and speaking.
Used in Focus on Vocabulary, Pearson Longman
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Beck, McKeown, Kucan
• Vocabulary must first be orally introduced.• Vocabulary is not grade specific.• Words must be explained, not defined.• Must be contextualized.• Multiple usages in a meaningful context (8-10).• Create Schema (visual representation)• Students reflect with each other• Three Tiers of Vocabulary
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Working With Vocabulary
• Explain• Restate• Show• Discuss• Refine and Reflect• Apply and Learning Games
Robert Marzano, Building Background Knowledge
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Explain
• Putting words in terms students already know.
How would you explain to students the word comforting?
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Comforting- Something or someone that is comforting makes you feel good when you are sad or hurt.
Beck & McKeown, Elements of Reading Vocabulary, Steck Vaughn, 2004
Further explain by putting the word in a context.
A warm cup of tea is comforting when my throat hurts.My dog feels comforting when I am hurt.
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Glossary terms are highlighted
Terms are defined for the students in words they can understand
Pearson Longman, Keystone, Level E
Provide purpose for reading
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Working With Vocabulary
• Explain• Restate• Show• Discuss• Refine and Reflect• Apply and Learning Games
Robert Marzano, Building Background Knowledge
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Using Vocabulary Journals
• Have students create journals• Words• Schema• Explanations• Reflections• Consultations
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Working With Vocabulary
• Explain• Restate• Show• Discuss• Refine and Reflect• Apply and Learning Games
Robert Marzano, Building Background Knowledge
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Do Not Under-estimate the power of a picture.
The Heart of the Tulip
By Keith Pruitt
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Exaggerate
Beck and McKeown, Elements of Reading Vocabulary, Steck Vaughn, 2004
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scheming
The cats were scheming against the birds.
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Working With Vocabulary
• Explain• Restate• Show• Discuss• Refine and Reflect• Apply and Learning Games
Robert Marzano, Building Background Knowledge
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The Beauty of Peer Collaboration
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Working With Vocabulary
• Explain• Restate• Show• Discuss• Refine and Reflect• Apply and Learning Games
Robert Marzano, Building Background Knowledge
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Reflection allows a refinement of understanding. It permits the memory file to be adjusted to incorporate new understandings.
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Working With Vocabulary
• Explain• Restate• Show• Discuss• Refine and Reflect• Apply and Learning Games
Robert Marzano, Building Background Knowledge
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Exploding The Vocabulary
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• Through direct instruction, 5-8 words/week
• Adds approximately 160 words to reading/writing vocabularies.
• If we take the connective words for those five… look what happens.
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So work becomes
Works
Worker
Worked
Working
Will Work
Labor
Job
Employment
Exert
Lazy
A Word Tree Starts with Base Word
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Using Word Tree
• Those five words have become @50 words.• Now in 32 weeks we have instructed 1600
words.• Students may gain another 320-600 words via
reading.• Now we have exploded the vocabulary by a
maximum of 2200 words in 32 weeks.• In the traditional program 640 words are
instructed, but only 64-120 of them are learned. And emphasis is on spelling.
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• Here are some common words taught. What other words may we teach in conjunction with these:
GlimmerVastArtisticDisturb
You Try It
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Prefixes
• Un-, re-, in-, dis- are the most common prefixes and when students have learned their meanings, they can learn more than 1500 words easily.
• Start instruction with un-
• Read a selection… • Explain that un carries
the opposite meaning of the word to which it is added.
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Prefixes
• UN-
Which of these are prefixes and which are not?
• Unemployed• Uncle• Unstable• Unbroken• Unicorn • Unhealthy• Unlucky• United
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Prefixes
• Re-
• Can mean back or again• Which are these? And
which are not a prefix?
• Rearrange• Refund• Reply• Review• Refrigerator• Relocate• Reporter• Rewrite
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Roots
• Here are some common roots and their meanings. What words could be taught? Give two examples of each.
• Dict= say• Duct=lead• Fac/fec=do, make• Ject=throw• Loc=place• Meter=measure
• Micro=small• Phon=sound• Photo=light• Port=carry, take• Press=press• Scrib=write• Sens=feel• Spec=look• Struct=build• Tele=far• Tract=drag, pull• Vis/vid=see• Voc=voice, call
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Trans-
Across, through, on the other side, beyond
translucent
transfer
transferred
transferable
transference
http://www.betterendings.org/homeschool/Words/Root%20Words.htm
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From Vocabulary Power, Pearson Longman
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The Most
Valuable Assets
You Can Give
Your Students
Are WORDS
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ThankYou
Keith PruittWords of Wisdom
EducationalConsulting
www.woweducationalconsulting.com