vocabulary instruction explicit instruction of new words why? what? how? april kelley...
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VOCABULARY INSTRUCTIONEXPLICIT INSTRUCTION OF NEW WORDS
Why? What? How?
April [email protected]
October 28th, 2011
Introductions
FACETS OFPURPOSEFUL VOCABULARY INSTRUCTION
Provide rich and varied language experiences discussion, focused attention on words, being
read to, wide and frequent reading
Teach word-learning strategies Using context, using morphology (word parts),
using a dictionary
Foster word consciousness Awareness, interest in words and their
meanings, understanding of communicative power of language
Teach individual words (Graves, 2006)
ESSENTIAL QUESTIONS Why should I teach some words
explicitly?
What criteria should I consider when choosing words?
How might I introduce different kinds of terms most effectively?
How might I encourage lasting and deep understanding of important vocabulary?
WHY SHOULD I TEACH SOME WORDS EXPLICITLY?
Explain why teaching individual words explicitly is important.
REFLECTIONS & FORWARD THINKING
VOCABULARY RESEARCHMUSICAL CARDS
Trade cards while the music plays
When the music stops, partner with the person currently trading with you.
Read each card and together distribute 7 points between the two cards to represent the degree of importance and relevance toward the question: Why should I teach some words explicitly?
WHY SHOULD I TEACH SOME WORDS EXPLICITLY?
Which reasons are most compelling to you?
What concerns or questions must be addressed?
Explicit vocabulary instruction “can deepen students’
knowledge of word meanings” to help them “understand what they are hearing or reading” as well as “help
them use words accurately in speaking and writing.”
(National Institute for Literacy, 2003, p. 36)
WHAT CRITERIA SHOULD I CONSIDER WHEN CHOOSING WORDS?
Understand criteria for selecting words to teach explicitly.
Evaluate words from a unit or reading material based on appropriate criteria.
REFLECTIONS & FORWARD THINKING
List 5 to 10 words that you currently teach (or are planning to teach) explicitly.
List 5 to 10 words that you currently teach (or are planning to teach) explicitly.
Vocabulary instruction
should focus on critical words.
National Reading Panel (2000)
PURPOSE FOR TEACHING To understand a specific text better
To learn a specific concept and its label
To improve comprehension of texts in general
To increase one’s understanding of some aspect of generative word knowledge
To improve writing Nagy & Heibert, 2007, presentation
WORD HIERARCHY
(Beck, McKeown, 1985)
What tier?
(Beck, McKeown, 1985)
am
What tier?
(Beck, McKeown, 1985)
am
What tier?
(Beck, McKeown, 1985)
revolution
am
What tier?
(Beck, McKeown, 1985)
revolution
am
What tier?
(Beck, McKeown, 1985)
revolution
am
puzzled
What tier?
(Beck, McKeown, 1985)
revolution
am
puzzled
What tier?
(Beck, McKeown, 1985)
revolution
am
photosynthesis
puzzled
What tier?
(Beck, McKeown, 1985)
revolution
am
puzzled
photosynthesis
What tier?
(Beck, McKeown, 1985)
revolution
am
cheesecake
puzzled
photosynthesis
What tier?
(Beck, McKeown, 1985)
revolution
amcheesecake
puzzled
constellation
What tier?
(Beck, McKeown, 1985)
revolution
amcheesecake
puzzled
staccato
constellation
What tier?
(Beck, McKeown, 1985)
revolution
amcheesecake
puzzled
staccato constellation
REFLECTIONS & FORWARD THINKING
Review your list of words.
Are my words tier 1, 2, or 3?
Review your list of words.
Are my words tier 1, 2, or 3?
CRITERIA FOR WORD SELECTION Word Knowledge
prior knowledge necessary understanding
Frequency & Distribution rate of occurrence in
English text
Importance reading comprehension
(particular selection, general comprehension)
content-specific achievement
Utility outside of particular
school context instructional potential generativity morphology (word
parts) semantic-relatedness
(categories of meaning)
Conceptual difficulty
CONCEPTUAL DIFFICULTY Known concept that
can be expressed with a one-word synonym or familiar phrase Often found in
narrative text Often can be learned
from context or understand essential meaning of text without deep word knowledge
altercation (fight) apologize (to say
you’re sorry)
Unknown concept that can be learned from available experiences & information (background knowledge)
naive independence embarrassment nostalgia elation
(Nagy, Anderson, & Herman, 1987 adapted from Hiebert, 2008, presentation)
CONCEPTUAL DIFFICULTY Unknown concept
requiring learning of new factual information or related system of concepts Less likely to be
learned from context Understanding
meaning often necessary for comprehension of academic text
Often more abstract Often polysemus
(having multiple meanings)
divide (as boundary between drainage basins)
democracy
periodic sentence
(Nagy, Anderson, & Herman, 1987 in Hiebert, 2008, presentation)
How would you teach these words?(1) synonym, phrase, or picture (2) prior experiences (3) providing new information
revolution
amcheesecake
puzzled
staccato constellation
REFLECTIONS & FORWARD THINKING
Review your list of words.
How difficult are these words?How might I teach them?
Review your list of words.
How difficult are these words?How might I teach them?
NASCENT :: MORIBUND
A. sophomoric : puerile
B. covetous : greedy
C. sycophantic : servile
D. shrewd : disingenuous
E. germinal : senescent
MORPHOLOGICAL FAMILIES Morpheme – smallest unit of meaning
bases, rootsprefixessuffixes
(http://www.wordworkskingston.com/)
"Morphological knowledge is a
wonderful dimension of the child's uncovering of "what's in a word," and one of the least
exploited aids to fluent comprehension" (Wolf,
2007, p. 130).
QUESTIONS WORTH ASKING Is this word unknown?
Is this word critical to understanding (the particular text, the particular subject matter)?
Is this a word students are likely to encounter again (in sophisticated language use, in this particular subject, in other domains)?
Is this word conceptually difficult (abstract, new concept, multiple meanings)?
Does this word have high instructional potential (morphology, connections to other words, word learning)?
REFLECTIONS & FORWARD THINKING
Review your list of words.
Based on the appropriate criteria, does each merit instructional time and energy?
Review your list of words.
Based on the appropriate criteria, does each merit instructional time and energy?
HOW MIGHT I INTRODUCE DIFFERENT KINDS OF TERMS MOST EFFECTIVELY?Know (and ultimately use) different types of instruction to explicitly teach different types of words.
ADULT
A person who has stopped growing at both ends and is now
growing in the middle.
COMMITTEE
A body that keeps minutes and wastes hours.
WRINKLES
Something other people have similar to my character lines.
DUST
Mud with the juice squeezed out.
YAWN
An honest opinion openly expressed.
HANDKERCHIEF
Cold storage.
MOSQUITO
An insect that makes you like flies better.
RAISIN
A grape with a sunburn.
A SECRET
Something you tell one person at a time.
TOMORROW
One of the greatest labor saving devices of today.
REFLECTIONS & FORWARD THINKING
How do I currently introduce new words?
How does my program introduce words?
How do I currently introduce new words?
How does my program introduce words?
CHARACTERISTICS OF EFFECTIVE DIRECT VOCABULARY INSTRUCTION (MARZANO, 2004)
Effective vocabulary instruction does not rely on definitions.
Students must represent their knowledge of words in linguistic and nonlinguistic ways.
Effective vocabulary instruction involves the gradual shaping of word meanings through multiple exposures.
Teaching word parts enhances students’ understanding of terms.
CHARACTERISTICS OF EFFECTIVE DIRECT VOCABULARY INSTRUCTION (MARZANO, 2004)
Different types of words require different types of instruction.
Students should discuss the terms they are learning.
Students should play with words.
Instruction should focus on terms that have a high probability of enhancing academic success.
RATE YOUR PRACTICE Rate your current vocabulary instruction
according to the characteristics of effective vocabulary instruction.
+ My instruction demonstrates this characteristic consistently and intentionally.
√ My instruction demonstrates this characteristic on occasion and/or with some intention.
- My instruction demonstrates this characteristic rarely.
QUICK INTRODUCTION Learning new words for known concepts
in text During read-aloud Before students read text
Read-aloud Provide known synonym/descriptive phrase
after the word (without disrupting the narration)
Prior to student reading Display or quick note with target word and
known synonym/descriptive phrase Preview descriptions provided in textbooks
(supplement as necessary)
CONTEXT-RELATIONSHIP Learning new words representing known concepts
1. Create a brief paragraph that gives the meaning of the word.
2. Follow the paragraph with a multiple-choice item that checks students’ understanding of the word.
3. Show the paragraph, read it aloud, and read the multiple-choice options.
4. Pause to give students a moment to answer the item, provide the correct answer, and discuss the word and any questions they have.
INDOLENCE
Fortunately, none of my English 9 R students could be described as indolent. Whereas an indolent student would try to sleep during class, slouch in her seat, procrastinate, and generally avoid exerting any effort, my students are diligent, hard-working, eager, and achievement-driven. I would be worried if someone described an English 9 R student as indolent, because it is worse than just occasional tiredness or laziness. Indolence implies a tendency to be lazy much of the time.
INDOLENT MEANS
A. often lazyB. sometimes lazyC. often hardworkingD. sometimes hardworking
Reception Check
Full Bars…Decent Reception…Dropped Call?
WORD INTRODUCTIONCommon Components from Experts
1. Student Friendly Explanations Characterize word and typical use Explain meaning in everyday language
2. Teacher-Created Contexts Develop instructional contexts that
provide strong clues to meaning Examples, Non-examples
3. Active Engagement with Words Short, playful, lively opportunities for
students to interact with words and meanings right away
BUILDING ACADEMIC VOCABULARY: THE SIX-STEP METHOD
Marzano, R. (2004). Building background knowledge for academic achievement. Alexandria, VA: ASCD.
Marzano, R. (2005). Building academic vocabulary: Teacher’s manual. Alexandria, VA: ASCD.
BUILDING ACADEMIC VOCABULARYA SIX-STEP PROCESS
Learning new words representing known or unknown concepts
4. Engage students in word activities
5. Discuss words
6. Engage student “play” with words
1. Introduce word
2. Students generalize meaning
3. Students create nonlinguistic
representation
(Marzano, 2004)
BUILDING ACADEMIC VOCABULARYA SIX-STEP PROCESS
Massed Practice
initial word learning
Distributive Practice
periodically
all previous words
4. Engage students in word activities
5. Discuss words
6. Engage student “play” with words
1. Introduce word Student friendly descriptions, examples,
explanations, images, etc. Must connect to students’ prior knowledge
2. Students generalize meaning
3. Students create nonlinguistic representation
STUDENT FRIENDLY EXPLANATIONS
Consider curiosityDictionary: “the quality of being curious”Student-friendly: “wish to learn about
something new, strange or interesting”
Write a student-friendly explanation for one of your words.
STUDENT FRIENDLY EXPLANATIONS RESOURCES
Oxford Dictionary of American English Longman Dictionary of Contemporary
English The Free Dictionary.com The Collins English Cobuild Dictionary
TEACHER-CREATED CONTEXTS Consider curiosity
Literary Context: “Goldilocks’ curiosity caused her to get caught by the Three Bears. She stayed in the house too long because she was interested in everything the bears had. (Goldilocks and The Three Bears).
Teacher Created: Lindee’s curiosity about the stars caused her to keep asking her teacher questions about the solar system.
Write a few sentences using your word in context to clarify meaning.
TEACHER-CREATED CONTEXTS Consider curiosity
Example: “I have always had a curiosity to learn a new language.
Non-example: “I do not have a curiosity to go bungee jumping because I am afraid of heights.”
Write down some examples and non-examples of your word that your students could relate to.
ACTIVE ENGAGEMENT WITH WORDS Consider curiosity
Questions Why would a person have a
curiosity for hiking in a jungle?
Example or Non-example? Which do you think people
might have a curiosity about? Hiking in a jungle or hiking
in a desert? Riding on a cruise ship or
riding in a row boat?
Finish the idea After watching the movie
advertisement, they had a curiosity to see the movie because _____.
Have you ever…? Have you ever had a
curiosity to learn something new?
Choices If what I say might be
something people have a curiosity for, say curiosity”…
Reading an adventure book Trying a new candy Picking out white socks at the
store
ACTIVE ENGAGEMENT WITH WORDS Consider curiosity
Questions Why would a person have a
curiosity for hiking in a jungle?
Example or Non-example? Which do you think people
might have a curiosity about? Hiking in a jungle or hiking
in a desert? Riding on a cruise ship or
riding in a row boat?
Finish the idea After watching the movie
advertisement, they had a curiosity to see the movie because _____.
Have you ever…? Have you ever had a
curiosity to learn something new?
Choices If what I say might be
something people have a curiosity for, say curiosity”…
Reading an adventure book Trying a new candy Picking out white socks at the
store
Write some questions for your word to provide active engagement opportunities for your students.
Instructional Strategies to
Actively Engage Students w/
Words
ANITA ARCHER’S VIDEO
Active Participation Procedures
STUDENT RESPONSESANITA ARCHER
What good instructional practices did you observe?
CHORAL RESPONSES (USE WHEN ANSWERS ARE SHORT & THE SAME)
When students are looking at the teacher… Ask a question Put up your hands to indicate silence Give thinking time Lower your hand as you say,
“Everyone.”
When students are looking at a common stimulus…Point to the stimulusAsk a questionGive thinking timeTap for a response
CHORAL RESPONSES (USE WHEN ANSWERS ARE SHORT & THE SAME)
When students are looking at their own book/paper…
Ask a question Use and auditory signal (“Everyone.”)
CHORAL RESPONSES (USE WHEN ANSWERS ARE SHORT & THE SAME)
Hints for choral responses: Give adequate thinking time Have students put up their thumbs to indicate enough thinking time If students don’t respond or
blurt out an answer, repeat
CHORAL RESPONSES (USE WHEN ANSWERS ARE SHORT & THE SAME)
CHORAL RESPONSE REVIEW
Choral responses work best when answers are short and the _______.
An alternative to lower your hand is to say “_____________”.
Don’t forget to give adequate __________.
How do I plan to use this in my
classroom?
PARTNER RESPONSES (USE WHEN ANSWERS ARE LONG OR DIFFERENT)
Assign partners Lower performing students with
middle performing students Give the partners a number or letter Sit partners next to each other Utilize triads when appropriate
PARTNER RESPONSES (USE WHEN ANSWERS ARE LONG OR DIFFERENT)
Other Hints LOOK, LEAN, AND WHISPER Have students come to the “rug
area” with their desk partner. To facilitate partners at small group
tables, tape cards on the table. Change the partnerships
occasionally
PARTNER RESPONSES (USE WHEN ANSWERS ARE LONG OR DIFFERENT)
Uses of PartnersSay answers to partnerRetell content of lessonReview content (Tell, Help, Check)Brainstorm (Think, Pair, Share)Explain process, strategy, or algorithmRead to or with a partnerMonitor partnerShare materialsAssist partners during independent workCollect papers, handouts, assignments
for absent partners
PARTNER RESPONSE REVIEW A’s – When is it best to use partner
responses? B’s – Why would we pair lower
performing students with middle performing students?
A’s – What do we do if we have an odd # of students in the room?
B’s – How will we train the students to respond to a partner?
How do I plan to use this in my
classroom?
INDIVIDUAL RESPONSE(USE WHEN ANSWER IS PERSONAL EXPERIENCE.)
Tips• Don’t call on volunteers when the answer is a product of instruction or reading. Instead expect that all students could answer your question.
• Don’t call on inattentive students
Option #1• Have students share answers with their partners• Call on student
INDIVIDUAL RESPONSE(USE WHEN ANSWER IS PERSONAL EXPERIENCE.)
Option #2• Ask a question• Raise your hand to indicate silence
• Give thinking time• Call on a student
INDIVIDUAL RESPONSE(USE WHEN ANSWER IS PERSONAL EXPERIENCE.)
Procedures for calling on students to insure that all students are involved
Different parts of room Cards or sticks
INDIVIDUAL RESPONSE(USE WHEN ANSWER IS PERSONAL EXPERIENCE.)
Student says, “I don’t know.” Consult with his/her partner and say
“I’ll be back” Refer to his/her book Tell the “best” of previous answers Tell student an answer
INDIVIDUAL RESPONSE(USE WHEN ANSWER IS PERSONAL EXPERIENCE.)
INDIVIDUAL RESPONSE REVIEW We call on individual students when the
answer is a product of a ____________? Why isn’t the question above a good
question for calling on individuals? When calling on individual students, we
want to ask a question, give think time, raise your hand to indicate silence and then call on an individual? What is going to be the most challenging part of that process for you?
How do I plan to use this in my
classroom?
ACTIVE ENGAGEMENT WITH WORDS Consider curiosity
Questions Why would a person have a
curiosity for hiking in a jungle?
Example or Non-example? Which do you think people
might have a curiosity about? Hiking in a jungle or hiking
in a desert? Riding on a cruise ship or
riding in a row boat?
Finish the idea After watching the movie
advertisement, they had a curiosity to see the movie because _____.
Have you ever…? Have you ever had a
curiosity to learn something new?
Choices If what I say might be
something people have a curiosity for, say curiosity”…
Reading an adventure book Trying a new candy Picking out white socks at the
store
Vocabulary Lesson Experience
Learning new words representing known or unknown concepts
4. Engage students in word activities
5. Discuss words
6. Engage student “play” with words
1. Introduce word
2. Students generalize meaning
3. Students create nonlinguistic representation
(Marzano, 2004)
EXPERIENCE & OBSERVE Strategy observer
What steps/processes did you observe?
Participant observerWhat words, behaviors, evidence of
student learning did you notice?
ParticipantsWhat did you learn? What worked for you?
How did you feel as a learner using this strategy?
Partners - A’s & B’s
CHORAL RESPONSE
ThinkDon’t Blurt
Answer
QUICK
Attention
Reluctant
ReluctantNot sure you want to do something.
Draw
Something you might be reluctant to do.
I would be reluctant to…
I would be reluctant to…
Draw
Something you’re willing to do.
I would not be reluctant to…
I would not be reluctant to…
A cat might be reluctant to…
ReluctantNot sure you want to do something.
EXPERIENCE & OBSERVE Strategy observer
What steps/processes did you observe?
Participant observerWhat words, behaviors, evidence of
student learning did you notice?
ParticipantsWhat did you learn? What worked for you?
How did you feel as a learner using this strategy?
BUILDING ACADEMIC VOCABULARYSTEPS 1 - 3
Massed Practice
1. Introduce word Student friendly descriptions, examples,
explanations, images, etc. Must connect to students’ prior
knowledge
2. Students generalize meaning
3. Students create nonlinguistic
representationCaution!
Monitor understanding carefully May require more than one session
Caution! Monitor understanding carefully May require more than one session
APRIL’S VIDEOExplicit Vocabulary Instruction
w/ Response Techniques
APRIL’S VIDEO - 2 GROUPS
A’s – Observe the steps from vocabulary planning guide that are used
B’s – Observe the response techniques that are used
637 percentile pts.
higher than… …students who kept repeating definitions.
421 percentile pts.
higher than… …students who were using the terms in a sentence.
Students who used imagery to learn vocabulary, on average, performed…
Students who used imagery to learn vocabulary, on average, performed…
# of studies
(Pickering, 2007, ASCD presentation)
RESEARCH ON IMAGERY AS ELABORATION
REFLECTIONS & FORWARD THINKING
Plan how you might supplement your reading program in order to introduce 1-2 of your words. Refer to 6-step planning guide.
Plan how you might supplement your reading program in order to introduce 1-2 of your words. Refer to 6-step planning guide.
HOW MIGHT I ENCOURAGE LASTING AND DEEP UNDERSTANDING OF IMPORTANT VOCABULARY?
Understand the importance of distributed practice
Identify relevant strategies for classroom implementation
A woman brought a very limp duck into a veterinary surgeon. As she laid
her pet on the table, the vetpulled out his stethoscope and
listened to the bird's chest.
After a moment or two, the vet shook his head and sadly said, "I'm sorry,
your duck, Cuddles, has passed away."
The distressed woman wailed, "Are you sure?”
"Yes, I am sure. Your duck is dead," replied the vet..
"How can you be so sure?" she protested. "I mean you haven't done any testing on him or anything. He
might just be in a coma or something."
The vet rolled his eyes, turned around and left the room. He
returned a few minutes later with a black Labrador Retriever. As the
duck's owner looked on in amazement, the dog stood on his
hind legs, put his front paws on the examination table and sniffed theduck from top to bottom. He then looked up at the vet with sad eyes
and shook his head.
The vet patted the dog on the head and took it out of the room. A few
minutes later he returned witha cat. The cat jumped on the table and also delicately sniffed the bird from head to foot. The cat sat back
on its haunches, shook its head, meowed softly and strolled out of the
room.
The vet looked at the woman and said, "I'm sorry, but as I said, this is most definitely, 100% certifiably, a
dead duck."
The vet turned to his computer terminal, hit a few keys and produced
a bill, which he handed to the woman..
The duck's owner, still in shock, took the bill. "$150!” she cried, "$150 just to tell me my duck is dead!" The vet shrugged, "I'm sorry. If you had just taken my word for it, the bill would have been $20, but with the Lab
Report and the Cat Scan, it's now $150."
BUILDING ACADEMIC VOCABULARYA SIX-STEP PROCESS
Massed Practice
initial word learning
Distributive Practice
periodically
all previous words
4. Engage students in word activities
5. Discuss words
6. Engage student “play” with words
1. Introduce word Student friendly descriptions, examples,
explanations, images, etc. Must connect to students’ prior knowledge
2. Students generalize meaning
3. Students create nonlinguistic representation
BUILDING ACADEMIC VOCABULARYSTEPS 3-6
Research Note: 60 Studies revealed that the use of
academic games in the classroom is associated with a 20 percentile point gain
-Haystead & Marzano, 2009
Research Note: 60 Studies revealed that the use of
academic games in the classroom is associated with a 20 percentile point gain
-Haystead & Marzano, 2009
Distributive Practice
periodically
all previous words
4. Engage students in word activities
5. Discuss words
6. Engage student “play” with words
MASSED VS. DISTRIBUTED PRACTICE
24 focused practices to achieve 80% competency
Massed Practice
Distributed Practice
(Marzano, Pickering, & Pollock, 2001, p. 67)
MASSED & DISTRIBUTED PRACTICE
Week 1 Week 2 Week 3 Week 4 Week 5
Important Assumption:“Learning” implies that students can recall, understand, and use information for the long term.
FREQUENT STUDENT SELF-ASSESSMENT
Students self-rate level of word knowledge. Encourages student reflection, discussion
1 I’ve never heard this word before.
2 I’ve heard this word, but I don’t really know what it means.
3 I know the general meaning of this word, though I cannot specifically define it.
4 Whether spoken or written, I know this word well and understand its meaning.
STUDENT-CREATED DICTIONARIES Students maintain a collection of
words and elaborative information that is periodically reviewed, expanded, and shared.Synonyms, antonyms, semantically-related
words, pictures, authentic text, etc.
Various formsTeacher-created template, note cards,
matrix, using table of contents, electronic database
Teacher-generated lists, student-generated lists
ASCD. (2005). Building Academic Vocabulary: Student Notebook. Retrieved
September 20, 2006, from http://shop.ascd.org/productdisplay.cfm?productid=105154e
WINK Books
Words I Need to Know
VOCABULARY MATRIX
< , >, ≤
Word Description
Word Parts Related Words
Visual
inequalitya relationship that is not equal
prefix: in- (not)root: equalsuffix: -ity (changes from adj to noun)
equalityequationequalinoperableinedibleintolerableIndependentjovialityindividualityneutrality
Vocabulary Rings
“Provide students with multiple
opportunities to MUCK AROUND
with words.”
(my friend, Lenny Vermaas)
Application
How can I make this workin my classroom?
Provoke/Vocabogram
Word Storm
A-B C-D E-F G-H
I-J K-L M-N O-P
Q-R S-T U-V-W X-Y-Z
INSIDE-OUTSIDE CIRCLE Pass out cards to every student. (Duplicate
cards can be used.)
Number off students by 1 (outside) and 2 (inside)
Match up so that each person is facing a partner.
Outside circle shares their word or definition; inside circle provides answer
SWITCH CARDS, outside circle rotate left
Application
How can I make this workin my classroom?
Word WallActivities
Exit Slip / Admit SlipWord HuntMr. & Mrs. PickySynonym or Antonym
I HAVE… WHO HAS…? Students practice pronouncing words,
speaking clearly, and reinforcing definitions.
Pass out cards randomly.Ex. I have a right triangle who has an
angle that is less than 90 degrees. Who has…?
Students respond as prompted.
50 points 50 points 50 points
100 points
100 points
200 points
Pyramid Game
motor trolley rail
harbor cargo
journey
50 points 50 points 50 points
100 points
100 points
200 points
Pyramid GameUnit Theme?
Interview a Word
Select key words important to understanding a concept or story.
Divide your class into teams.
Give each team a word and a list of questions.
Have students “become” the word and answer the questions.
In front of the group, one person on the team asks the questions. The team takes turns answering while everyone else listens.
After listening, the class tries to guess the word.
Application
How can I make this workin my classroom?
VOCABULARY CONTINUUM Encourage student discussion and
elaborative processing of meaning among synonyms or related words.
VOCABULARY CONTINUUM
mistake error blunder
hate dislike loathe abhor
adore cherish blunder
Encourage student discussion!
CLASSIFYING Provide students with vocabulary cards
Have students place cards into categories label the categoriessee how other groups classified their cards or
regroup cards using a different criteria
“Children do not learn by doing …..They learn by
thinking, discussion, and reflection on what
they have done.”
Willam Speer (NCSM)
VOCABULARY – ALIVE WRITING
Provide a list of terms for students to use in a single related piece of writing.
For Example:Use 15 of the 20 terms listed above
in a meaningful paragraph, story, poem or letter to convince me of your understanding. Put a check mark next to the terms you choose and underline them in the writing.
Write a paragraph using the words listed above in the word bank to describe the graph that is shown at the right.
intercept slope decreasing
parallel constant intersection
increasing quadrant perpendicular
NAME THAT CONCEPT!1. Partner A: Provide clues to your
partner without using the actual words, derivatives, or rhymes.
definitions, examples, descriptions, contexts
2. Partner B: Name the concept or component or say “pass” to move on to the next item.
Goal: Successfully communicate all items in one
minute.
WORDS FROM GEOMETRY
sphere
congruent
cylinder
proportion
proof
Application
How can I make this workin my classroom?
Encourage Word Consciousness & Excitement
Word of the Day
What is the purpose???
GAMES
Apples to Apples Balderdash Boggle Charades Listen Up! Mad Gab Outburst
Oodles Password Scattegories Scrabble Taboo Upwords Win, Lose, or Draw
IDIOMS & METAPHORIC EXPRESSIONS
Colors Dogs Cats Body Parts Farm Animals Baseball
Football Space Sky Numbers Food Insects
REFLECTIONS & FORWARD THINKING
What specific methods would be effective for the words I need to teach well?• Name it.• Describe it.• Explain why it’s good.
What specific methods would be effective for the words I need to teach well?• Name it.• Describe it.• Explain why it’s good.
Evaluation
THANK YOU!!!!
CONTACT INFORMATION