lynn hoover making words -english speaking course lucknow (cdi) –
TRANSCRIPT
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Making Words Real
for Young Children
Presented byLynn Hoover, M.Ed., CALT-QIAssistant Director
Rawson-Saunders School
Austin, Texas
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Understanding Word Meanings
is Critical to Comprehension
Vocabulary knowledge is strongly related to
proficient reading comprehension.
A word may be decoded accurately but without
meaning knowledge comprehension is limited.
Knowledge of word meaning facilitates accurateword recognition.
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Vocabulary is the body of words known by thespeaker of a language.
Receptive vocabulary is the word meaningsrecognized in context.
Expressive vocabulary is the word meanings
known well enough that they can be usedappropriately.
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What we know about research
with younger students
Even in the primary grades the range in vocabulary between
children with smaller and bigger vocabularies is large.
(Biemiller & Slonim, 2001)
Children with weaker vocabularies are less likely to learn new
words from incidental exposure than children with largervocabularies.
(Nicholson & Whyte, 1992; Penno et al., 2002; Robbins & Ehri, 1994)
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Words in Text
107 words account for 50% of the words in
running text.
5,000 more words account for an additional 45%
of the words in running text.
Infrequent words (5% of total) carry the most
unique meaning in a passage.
Nagy and Anderson (1984)
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How We Learn Words
Through many exposures to examples in context,both spoken and written
Through explicit instruction: Constructing definitions and using a dictionary
Analyzing word structure
Exploring word relationships
Learning sounds and morphemes of a word
Learning word origins
Learning a words usage and multiple meanings.
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Using a Dictionary is Not Enough
Reading a definition does not tell us how a wordis actually used
We need examples in context Dictionary definitions can be incomplete
Being able to define a word is an end result ofknowing the word very well
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3-Tier Model for Choosing
Vocabulary Words from Text
Developed by Isabel Beck
Tier 1
Tier 2
Tier 3
Low-frequency words;
Technical words
Words to Teach
high frequency, high utility
Known, common words
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Words to Teach Directly
Words critical to understanding the text
Words with that are likely to be encountered many times
Difficult words that need interpretation
metaphorical, abstract, nuanced
Beck & McKeown, 2002
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Embedded Instruction
Simple explanation of target words provided
within the context of the story. Provides bothdefinitional and contextual information.
(Biemiller, 2004)
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Explain meanings in everyday language.
Uses clear sentences and
doesnt use a lot of bigwords to define words.
Harper Collins Publisher
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Reinforce definitions with:
Gestures
Pictures
Objects
Examples and Non-examples
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Developing Oral Language
Naming as an oral
activity
Describing activity
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Describing Objects or Pictures
Using a structured hierarchy is helpful.
Name the object.Name the category in which it belongs.
Name the function, use, or purpose.
State the color, size, and shape.
Make a comparison.
Make a simile or metaphor.
Neuhaus Education Center
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Repeated Read-Aloud
Use literature to maximize childrens vocabularygrowth.
Pre-reading discussion focused on key vocabularyand concepts that may be unfamiliar
During first reading allow children to follow thestory thread without frequent interruptions.
Repeated reading sessions stop to discussvocabulary and concepts
Read each story at least 3 times Provide repeated exposures to new words in the
classroom
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Text Talk for Young Children
Direct instruction in vocabulary occurs after a
story has been read and discussed. (If needed for
comprehension, teacher gives brief explanationfor the word during reading.)
Beck & McKeown, 2001
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An Example of Direct Instruction Word used in context of story.
Children repeat the word with teacher.
Meaning of the word is explained in a student friendlyway.
Examples given by teacher in contexts other than the onein the story.
Children interact with examples or provide their ownexamples.
Finally, children say the word again to reinforce itsphonological representation. T. What is the word?
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Activities for Students to
Interact with Words
Questions, reasons, and examples
Making choices
Relating words
Children creating examples
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Sorting Activities
duck top hiss doll
gull hen jacks buzz
honk peck yap bat
Categories
They Have Wings Toys Animal Sounds
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Sorting Activities
fuzz kiss sink tank
puff box well tub
bit sip lick muff
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Word ScalesMad Words
angry furious livid annoyed irritated upset
A little
bit mad
Really
mad
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Word ScalesBig Words
A little
bit big
Really
big
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Antonym Pairs and Scaling
dead - alive
hot - cold fat - skinny
straight - bent
honest - devious
winner - loser
angry - delighted
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Take a gradable antonym pair and fill out the scale from oneextreme to the other with words that show degrees of meaning.
hideous gorgeousplain attractiveugly homely beautiful
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Engaging students with
word meanings through discussion
Word Associations Students associate a new word with a presented
word or phrase.Example:
Frog and Toad are Friends by Arnold Lobel
Vocabulary introduced:
shiver, sparrow, envelope Which word goes with a party invitation?
Which word goes with a cold, windy day?
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Have you ever?
Describe a time when you might shiver.
When might you envy someone?
Beck, McKeown, 2002
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Applause, Applause!
Students are asked to clap in order to indicate how
much they would like to be described by the
target words:
curious stingy delightful
Not at all A little bit A lot
Beck, McKeown, 2002
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Idea Completions
The children said that the man was stingy
because
The audience thought the play was delightful
because
Beck, McKeown, 2002
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Simple Questions to Engage Learners
When might you?
How might you?
Why might you?
Beck, McKeown, 2002
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Maintaining Words
Post target words and tally when used by
teacher or students.
Apply learned words to new stories.
Use words in reading and writing.
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References
Baumann, James F. & Kameenui, Edward J. (2004). Vocabulary
instruction: Research to practice.New York: Guilford Press.
Baker, Scott K., Simmons, Deborah C., Kameenui, Edward J. (2005).
Vocabulary acquisition: Synthesis of the research. University of
Oregon.
Beck, Isabel. & McKeown, Margaret G. (2002).Bringing words to life:
Robust vocabulary instruction. New York: Guilford Press.
Eberhardt, Nancy & Sorese, Denise. (1999).Language categories:
Phonetically vocabulary to read, classify, and spell. Longmont,
CO: Sopris West.
Lubliner, Shira. (2005). Getting into words: Vocabulary instruction thatstrengthens comprehension. Baltimore, Maryland: Brookes
Publishing.
Neuhaus Education Center. Developing metacognitive skills: Vocabulary
and comprehension. (2004). www.neuhaus.org
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