vocabulary instruction

1. Vocabulary Instruction Lee A. Dubert, Ph.D. 2006

3. Guided Instruction

4. Guided Instruction Week 2

5. Recommendations (Restatement of CAL Ideas) Modify the method (other avenues than reading). Offer a variety of materials instead of a one-size-fits-all textbook (but also change the tests!). Slicing (make the task manageable). Use our strategies. Schumm et al.

6. A Warning on Strategies The end is much more important than the means. �Brand-Name� strategies don�t insure learning The underlying learning processes and knowledge are much more important than activities. Never confuse activity with progress! Your best bet: Talk With Kids!

7. Research Base Summarized Most vocabulary learning comes from extended reading Nagy, Stanovich Some thoughtful, explicit instruction that encourages �deep processing� of new technical vocabulary terms at the conceptual level is helpful. �Add-on� vocabulary programs are not particularly effective. But they can give you ideas for developing activities.

8. Some ideas: American Heritage Dictionary of the English Language, Fourth Edition (and other on-line dictionary services) Oxford English Dictionary� www.visualthesaurus.com www.vocabulary.com www.refdesk.com Vocabulary Improvement Program (ELL) Lively, August, Carlo & Snow. Brookes Publishing Vocabu-Lit. Perfection Learning Vocabulary Cartoons. And Vocabulary Classics Series, New Monic Books.

9. PCW Lesson Plans Samples on BlackBoard Use any lesson plan format you wish BUT Add Vocabulary, Strategy Name & Process Goals to plans You must use a EDUC 422/544 strategy

10. Process Goals HOW you intend to achieve your content goal/objective what strategies you will use to achieve your goal/object why you selected that strategy and not some other. what it was about your students that made you choose that strategy

11. Sample Process Goal Statements Content Goal: Students will understand the interdependence of many species to one another. It is also important that students learn to appreciate writing which imparts facts in a readable interesting way. Process Goal: By using DRTA students will be encouraged to predict upcoming information or to formulate questions that they will attempt to answer by reading the text. This sets a purpose for reading that�s personally interesting. Content Goal: A.) Develop a sense of an appreciation toward the game concepts of floor hockey. B) Help students reinforce and expand their knowledge of new definitions to their existing vocabulary. Process Goal: Through the process of matching definitions to scrambled words, students will learn to think about the terms they are learning. This activity adds an extra challenge and makes the activity more interesting, forcing students to use strategies other than recall and memorization by manipulating and practicing new terms.

12. Instructional Strategies Strategy-A planned series of steps or activities to achieve a goal or objective Instructional Strategies Situation Organizer Task

13. Vocabulary Strategies Overview-class work on strategies Jot Charts (BlackBoard) Reading Approaches PCW prep PCW Discuss Instructional Vignette pg 139 Types of strategies Teacher Directed Student Directed Important Principles Enough routine to make learners secure Enough novelty to keep them interested Students learn through working�learning is not a spectator sport

14. Vocabulary There are invisible links to a number of these boxes. Start with phonics and work through all the ways to decode unfamiliar words. Morphemic analysis has 3 links. Then go back to decoding unfamiliar words. This will take you to Jabberwocky. Denotation links to the BSU library which will go to the Oxford unabridged dictionary. Connotation also goes to a cartoon. There are invisible links to a number of these boxes. Start with phonics and work through all the ways to decode unfamiliar words. Morphemic analysis has 3 links. Then go back to decoding unfamiliar words. This will take you to Jabberwocky. Denotation links to the BSU library which will go to the Oxford unabridged dictionary. Connotation also goes to a cartoon.

15. Types of Word Learning Tasks Learning to Read Known Words Learning New Meanings for Known Words Learning New Words Representing Known Concepts Learning New Words Representing New Concepts Clarifying and Enriching the Meanings of Known Words

16. Selecting Vocabulary Words to Teach 1. Restrict your selections to words that are critical to comprehending the selection. 2. Choose words that define key concepts. 3. Choose terms that you might include on a test. 4. Choose words that have a new technical meaning in addition to a general, familiar meaning, e.g., "complementary" angles as opposed to "complimentary" actions in social situation. 5. Ignore terms that will be of little or no use once a student has passed the test. 6. Don't spend time reinforcing the meanings of words just because they appear in italics. Words should also meet the criteria in 1-4 above. 7. Select words that have utilitarian value. Words that students will be able to use over and over again. CAL 150

17. A Strategy for Unfamiliar Words If the word is crucial for comprehension, we recommend that they rely heavily on external references, following these steps: 1. First decide whether the word is technical or general. When in doubt, assume the word is technical. 2. If the word is technical: Try the glossary first. Then try the index. Then try the dictionary. 3. If the word is general: Try the dictionary first. Then try the glossary. Then try the index. 4. After you have found a meaning for the word, check the meaning in the context of the sentence to make sure that the definition fits. This is particularly important when you use a dictionary. Context is critical as a verification procedure. CAL 148

18. Word Recognition & Comprehension Rapid, automatic recognition is a prerequisite for comprehension Time spent decoding places demands on limited short term memory space 95% word recognition accuracy is necessary for instructional level reading 99% word recognition accuracy is necessary for independent level reading Average reading speed for 9th grade is 252 words per minute

19. Strategies: Dictionary Use www.visualthesaurus.com American Heritage on-line Alternatives to looking up definitions Flash cards Definitions followed with activities Contextual Redefinition Graphic Organizer (Word or Inspiration) Semantic Mapping Feature Analysis Visual Verbal Word Association VVWA--Spanish Analogies Matching/ Word Sorts Puzzles Word Map Defining Symbols Vocabulary bookmark (VSS)

20. Graphic Organizer-History/Geography

21. Graphic Organizer-Power Point

22. Feature Analysis MS Word Table Excel Spreadsheet

23. Puzzles Use to deepen & extend Consider stems that go beyond simple repetition of literal definition match Tie to background experience (TV, Movies) Use in new situation/context Vary in difficulty Word selections offered/not offered Text page number hints Crosswords/word searches�computer programs Magic Squares

24. Verbal Visual Word AssociationPp 173-Physical Education

25. Analogies (Modified) Physical EducationDirections: Remember the analogy we made of a muscle to a factory that produces movement? Of the following six muscle structures, complete at least three analogies and explain why that muscle structure is like the factory part or the factory worker that you put down. Any extra analogies that you complete will be counted as extra credit.(EXAMPLE: Bones: Rafters Why: Bones are like levers that muscles must move.

26. Analogies CeramicsDirections: Fill in the blank with the word from the list below that best expresses the same relationship with the third or fourth words as the second word does with the first.Example 1: Good : bad :: happy :sad. Read the line as follows: Good is to bad as happy is to sad. Both pairs are opposites.Example 2: Big : Small :: large : little. Read the line as follows: Big is to small as large is to little. The two pairs express the same idea in different words.

27. Sorting Exercise-Earth Science

28. Math-The Vocabulary of Symbols Answer these questions: � 10 - 3 = 7 1.��� 10 is the ______________ 2.��� 3 is the ______________ 3.��� 7 is the ______________� 6 X 4 = 24 4.��� 6 and 4 are ______________ 5.��� 24 is the ______________ 72 ? 3 = 24 6.��� 24 is the ______________ 7.��� 72 is the ______________ 8.��� 3 is the ______________ 7 2) 14 11. 2 is the ______________ 12. 7 is the ______________ 13� 14 is the ______________ � 20 � 1 = 19 6 ? 2 = 3 4 X 7 = 28 5 + 8 = 13 14.����������� Which number is a product? 15.����������� Which number is a difference? 16.����������� Which number is a quotient? 17.����������� Which number is a sum? 18.����������� Which number is a divisor? 19.����������� Which number is a dividend? 20.��������� Which numbers are factors?

29. Other Symbolic Definitions Sewing Crossword Puzzle

30. Context Clues DIRECTIONS: This is a test of your ability to figure out the meanings of unusual or different words in reading. These words have been specially designed to be new to you, so feel free to guess. Read each paragraph carefully and then do the test question following it. To show which definition you think is the best one, put an X in the apace before it. Don't mark more than one answer for each problem. The sample below may help you. SAMPLE: The native witch doctors were the only practitioners of medicine to be found in the area. Practitioners are: (A) local leaders who serve both as employers and as political advisors (B) persons who practice some particular skill (C) skilled workman who work secretly and illegally (D) teams of workman who always work in groups, and only after a great deal of planning (E) none of the above (B) persons who practice some particular skill' was the correct answer. Another Example

31. Context Clues Because he had never been around large groups of people before, having spent the early part of his life in the seclusion of a small island in the Pacific, he was now somewhat of a chellad. (A) a bitter, suspicious, untrusting man (B) an eager, jovial companion (C) an evil, greedy, grasping man (D) a shy, retiring, bashful person (E) none of the above 2. Even though he was in a hurry to leave and get to work, he still took time to frit his breakfast. And before the day was over, he was very glad he had! (A) compare (D) eat (B) assemble (E) none of the above (C) defend

32. Morphemic Analysis 1. "Ours," vowed the young couple, "will be an arnbicratic diagamy!" Evidently they were intent upon establishing and maintaining a conservative political campaigp. (B) an egalitarian marriage. (C) a lonely vigil. (D) a successful business. (E) a wining team. 2. �And what's more,� they went on, "there'll be no amorarnbient cardiofractures in it!' Evidently they also planned on avoiding, for either of them, any abnormally-early risings. hastily-drawn literary analysis. poorly-planned educational endeavors. (D) unhappy endings to romance. (E) unsuccessful investments of money.

33. Phonics At a recent gathering at the Capitol here in Madison, a number of ledgushaiteive yshooz were dhyscust. All dealt with tuhrizuhmn in Wiskonsin. Klyph Kharlsulun, who onze a small phische-pharmn nier Wabeno, lead the phyte four tacks braxe for state biznusmuhn whooze prauphutz halve bin sclascht beakuz uv the enuhrjee chrysusse. Other similarly kuhnsyrnde sytazunze joined hymn in demanding immediate rheleaph for psuch pursonze. �Things are knough kwyte tuph for all of us in hour lyne of endhevuhr," he complained, "seynsce phyool is knough at such a preemieyuhm. The kroudze gust ahrnt kumeeng leyc they yuste twoo, and that pspelz llawsuhz, yew gno. And tbatze hweye awhl theize phoxe ahre heer!"

34. The Jabberwock

36. Connotations

37. Morphemic Analysis

38. Multiple Meaning Words

39. Morphemic Analysis & Word Play