week 5 class 2 - vocabulary
TRANSCRIPT
Week 5 Class 2
Vocabulary
Digital Natives: A New Language
• http://curriculum.org/secretariat/wordstudy/digital.shtml
• Biemiller, 20044,000 word difference in root vocabulary knowledge by the end of Grade 2 between children in the highest quartile and those in the lowest quartile
Vocabulary Knowledge
• The “Matthew Effect”– Cumulative effect of poor reading and
vocabulary skills– Young children who are poor readers
read less than more able classmates– Therefore exposed to fewer new words– Restricted vocabulary leads to even
poorer reading– Learning in general becomes difficult
Stanovich, 1986
• “Effective vocabulary instruction does not involve assigning words and having students record definitions and then using the word in a sentence.”
• Teaching in Action, Primary-3, p. 15
Vocabulary Instruction
• Enhance learning by using both firsthand experience and print resources
• Promote student interaction• Guide student learning• Take a metacognitive approach to
instruction
Spencer & Guillaume (2006)
Principles of Effective Vocabulary Instruction
Definitions
• What is the difference between poisonous and venomous?
Meaning Prefix Examplesone mono- monologue, monopolyone uni- unique, unicycletwo bi- bicycle, biracialtwo du- dual, duplexthree tri- tripod, trianglefour quad- quadriplegic,
quadranglefive penta- pentathlon, the
Pentagonsix hexa- hexagon, hexagonalseven sept- Septembereight oct- October, octopusnine nov- Novemberten dec- December, decade
Prefixes Signifying Number or Amount
polit
politics
politician
political
cosmopolitan
polit (Greek): “citizen, subject of government”
Word Building Activity
• Select one prefix from the list provided. • Brainstorm as many words as possible
containing this prefix (don’t start with a dictionary!)
• Cover one side of the bag with your words and mount it on the bulletin board
Try to picture this man
The man was about fifty years old. He had long black hair and whiskers. His skin was pale and his clothes were tattered. On the floor beside him lay his hat.
Now try to picture him..
He was most fifty and he looked it. His hair was long and tangled and greasy, and hung down, and you could see his eyes shining through like he was behind vines. It was all black, no gray; so was his long, mixed-up whiskers. There warn’t no color in his face, where his face showed; it was white; not like another man’s white, but a white to make a body sick, a white to make a body’s flesh crawl – a tree-toad white, a fish-belly white. As for his clothes – just rags, that was all. He had one ankle
resting on t-other knee; the boot on that foot was busted, and two of his toes stuck through, and he worked them now and then. His hat was laying on the floor; an old black slouch with the top caved in, like a lid.
The author??
• Mark Twain, Huckleberry Finn, describing Huck’s father Pap
IRC Resources for Teaching Parts of Speech, Grammar, Punctuation
• Nelson Word Study – kits grades 4-6• Language Power Now – grades 3-10• Student Writer’s Guide
Sentence Structure
Sentence Structure
• Using the curation skills you developed last year, each person will go online to find at least one solid resource for teaching effective sentence structure
• At your table select the best resource• Use chart paper to describe or illustrate this
teaching idea
Word Study Apps
• Play the following word study apps on an iPad – Bluster– Whirly Word– 7 Little Words
• Be prepared to write a succinct review on Twitter
Reviews on Twitter
• Play the following word study apps: – Bluster; Whirly Word; 7 Little Words
• Send your 3 reviews to @wordstudy. Include the hashtag #wordstudyapps
• Include in 140 characters: – Title of app– What it covers in vocabulary, word building etc.– Approximate grade level– Your evaluation: like it? Why or why not?
Learning Object Assignment
• Due by class time following Reading Week• Upload to Drop Box:– A link to the Learning Object– A Word file of your Teachers Guide (or link to
digital version) – Remember to include an assessment measure for
the Learning Object
