VOCABULARY DEVELOPMENTOctober 10, 2012

2010 ENGLISH STANDARDS

K.8 The student will expand vocabulary 1.8 The student will expand vocabulary 2.7 The student will expand vocabulary

when reading 3.4 The student will expand vocabulary

when reading 4.4 The student will expand vocabulary

when reading 5.4 The student will expand vocabulary

when reading

HOW?

K.8a Discuss meanings of words K.8b Listen to a variety of texts read aloud

1.8a Discuss meaning of words in context 1.8b Listen to and read a variety of texts 1.8c Make connections 1.8d Use text clues 1.8e Use vocabulary from other content

areas

HOW?

2.7a Use knowledge of homophones 2.7b Use knowledge of prefixes and

suffixes 2.7c Use knowledge of antonyms and

synonyms 2.7d Discuss meanings of words & develop

vocabulary by listening and reading a variety of texts

2.7e Use vocabulary from other content areas

HOW?

3.4a Use knowledge of homophones 3.4b Use knowledge of roots, affixes,

synonyms, and antonyms 3.4c Apply meaning clues, language

structure, and phonetic strategies 3.4d Use context to clarify meaning of

unfamiliar words 3.4e Discuss meanings of words & develop

vocabulary by listening and reading a variety of texts

3.4f Use vocabulary from other content areas 3.4g Use word reference resources including

the glossary, dictionary, and thesaurus

HOW?

4.4a Use context to clarify meaning of unfamiliar words

4.4b Use knowledge of roots, affixes, synonyms, and antonyms

4.4c Use word reference materials including the glossary, dictionary, and thesaurus

4.4d Develop vocabulary by listening to and reading a variety of texts

4.4e Use vocabulary from other content areas

HOW? 5.4a Use context to clarify meaning of unfamiliar

words and phrases 5.4b Use context and sentence structure to

determine meanings and differentiate among multiple meanings of words

5.4c Use knowledge of roots, affixes, synonyms, antonyms, and homophones

5.4d Identify an author’s use of figurative language

5.4e Use dictionary, glossary thesaurus, and other word reference materials

5.4f Develop vocabulary by listening to and reading a variety of texts

5.4g Study word meanings across content areas

BUILDING ACADEMIC LANGUAGE

Dr. Robert Marzano describes a six-step process in the instruction of vocabulary.

The first three steps are to assist the teacher in direct instruction.

The last three steps are to provide the learner with practice and reinforcement.

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DIRECT INSTRUCTION

1. The teacher gives a description, explanation, or example of the new word.

2. The teacher asks the learner to give a description, explanation, or example of the new word in his/her own words.

3. The teacher asks the learner to draw a picture, symbol, or locate a graphic to represent the new word.

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PRACTICE AND REINFORCEMENT

4. The student participates in activities that provide more knowledge of the words in their vocabulary notebooks.

5. The students discuss the words with other students.

6. The students participate in games that provide more reinforcement of the new word.

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STEP 1: GIVE DESCRIPTION, EXPLANATION, OR EXAMPLE OF NEW WORD

Provide students with information about the word.

Determine what the student already knows. Ask students to share what they know as a

means of monitoring misconceptions and a foundation for more learning.

Utilize examples, descriptions, but not definitions. Definitions are not a recommended method for vocabulary instruction as they do not provide learners an informal, natural way to learn new vocabulary.

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STEP 2: THE TEACHER WILL ASK THE LEARNER TO GIVE A DESCRIPTION, EXPLANATION, OR EXAMPLE OF NEW WORD

Remind student to use their own words! Monitor students to determine if any

confusion exists. Provide more descriptions, explanations, or

examples if necessary. Request that students record these in their

vocabulary notebooks.

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STEP 3: THE TEACHER ASKS THE LEARNER TO DRAW A PICTURE OR SYMBOL TO REPRESENT THE NEW WORD Provides learners with a nonlinguistic method

of vocabulary mastery. Share examples or allow students to work in

teams to help those who are not comfortable drawing.

Teach the concept of speed drawing for those who labor over their work.

Graphics from magazines or clipart may be used also.

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STEP 4: STUDENT RECORDS IN VOCABULARY NOTEBOOK

Students use their own words. Encourage learners to identify prefixes,

suffixes, antonyms, synonyms, and related words as they build their notebook.

If English is a second language, provide an opportunity for students to translate words into their first language.

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STEP 5: STUDENTS DISCUSS WORDS WITH OTHER STUDENTS

Think-Pair-Share Strategy THINK: Allow time for students to review their

own descriptions and images. PAIR: Put students in pairs to discuss their

descriptions, images, and any new related information related to the words

SHARE: Groups share aloud and discuss conceptions and misconceptions.

TEACHER: Monitors and clears up an confusion.

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STEP 6: STUDENTS PARTICIPATE IN GAMES THAT PROVIDE MORE REINFORCEMENT

Literacy Work Stations Monitor vocabulary notebooks Debriefing during whole group and needs-

based small group instruction Differentiated activities

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SIX-STEPS FOR TEACHING NEW TERMS

First 3 steps – introduce and develop initial understanding.

Last 3 steps – shape and sharpen understanding.

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WORKING WITH ESL STUDENTS

Step 1 (ESL): Provide a description, explanation, or example of the new term (along with a nonlinguistic representation).

Step 2 (ESL): Ask students to restate the description, explanation, or example in their own words in their own language.

Step 3 (ESL): Ask students to construct a picture, symbol or graphic representing the term or phrase. Students should create their own representation and not copy yours from Step 1.

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WORKING WITH ESL STUDENTS

Step 4 (ESL): Engage students in activities that help them add to their knowledge of the terms in their notebook. Allow students to use their native language as much as possible.

Step 5 (ESL): Ask students to discuss the terms with one another. Pair students of the same language together.

Step 6 (ESL): Involve students in games that allow them to play with terms. Pair students of the same language together.

WHICH ONE DOESN’T BELONG?

DIRECTIONS

Table teams will compete for the title, “Winner”

Teams are given 1 minute to figure out which one of the choices does not belong with the other and why

Answers are written on the white erase board and presented upon request.

A point is awarded for the correct answer. A bonus point may also be awarded for the

best explanation as to why their choice does not fit.

PRACTICE

time and mime

cat and hat

fold and bed

tent and rent

MORE PRACTICE

small, tiny

rough, smooth

happy, excited

run, jog

LET THE GAMES BEGIN . . .WHICH ONE DOESN’T BELONG?

sound effect

science fiction

mystery

fable

WHICH ONE DOESN’T BELONG?

ballad

italic

sonnet

haiku

WHICH ONE DOESN’T BELONG?

kick the bucket

dunk tank

apple of my eye

the cat’s pajamas

WHICH ONE DOESN’T BELONG?

By the time Wanda finished the race, she was panting like a dog.

The leaves rested lazily on the roof. The warm room hugged Priscilla when she

came in from the cold. The lighthouse welcomed the sailors home

from a long journey.

WHICH ONE DOESN’T BELONG?

sum

difference

quotient

divisor

WHICH ONE DOESN’T BELONG?

marble

slate

soapstone

coal

WHICH ONE DOESN’T BELONG?

A school attended by many different races, but each race tends to spend personal time with people of their own race

A restaurant that has one bathroom for people of one race and another for people of a second race

A country that allows citizens of one race but not another race to vote in elections

A store owned by a person who only hires people of one race

AND THE WINNER IS . . .