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Vocabulary Development

Vocabulary Development. What is effective vocabulary instruction?. Unlocking Vocabulary Instruction. What does vocabulary instruction look like in the classrooms at your school?. VOCABULARY. Establish the Desired State. Use a dynamic opening ( Curwin , 2010).

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Vocabulary Development

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  1. Vocabulary Development What is effective vocabulary instruction?

  2. Unlocking Vocabulary Instruction What does vocabulary instruction look like in the classrooms at your school?

  3. VOCABULARY

  4. Establish the Desired State Use a dynamic opening (Curwin, 2010) Tap into (or provide) background knowledge (Anderson and Peterson, 1984) Provide effective questioning and have students question as well (Curwin, 2010) Encourage student exploration (Feinstein, 2009) Make Personal connections (Curwin, 2010) Add Variety and Novelty (Feinstein, 2009)

  5. Emergence of Problem In a typical hour the average child hears: Data Source: http://reading.uoregon.edu/big_ideas/voc/voc_what.php

  6. Cumulative Vocabulary Experience Cumulative Vocabulary by the time a child was three years old: Data Source: http://reading.uoregon.edu/big_ideas/voc/voc_what.php

  7. Student Independent Reading Data Source: http://reading.uoregon.edu/big_ideas/voc/voc_what.php

  8. Adolescent Literacy • Only 30% of secondary students read proficiently (nationally) • 89% of Hispanic and 86% of African-American middle and high school students read below grade level (NCES, 2005) • 96% of 8th grade LEP students scored below the basic level (4% scored proficient or advanced on 2005 NAEP)

  9. Read Like a Pro!

  10. Word Splash

  11. Levels of Vocabulary Knowledge

  12. Tier 1 Words: • Mostly learned without instruction • Everyday words typically known by all • Word is recognized instantly and the meaning is known • Often used as a hook on which a new word’s meaning can connect • Ex: summer, family, hungry, big

  13. Tier 2 Words: Academic Vocabulary: • These words appear frequently in the vocabularies of mature language users (both oral & written). • They are not connected to a particular domain/content but are pervasive. • Meaning is understood when heard but not known well enough to be used actively • Ideal for explicit instruction because they appear in a variety of texts (across contents) and are part of mature oral and written vocabularies • Ex: fascinate, unfortunate, mentioned, analyze, summarize

  14. Tier 3 Words: • Specialized words often related to a specific content area. • Word is not typically known-not even in oral vocabulary • Ex: photosynthesis, ecosystem, ectoplasm, quadratic

  15. Selecting Vocabulary “A Writer Observes” Walter Dean Myers Page 64

  16. Vocabulary Activities What does effective and engaging vocabularyinstruction look like?

  17. Multiple-Meaning Words

  18. Comics and Mad Libs

  19. Kinesthetic Vocabulary

  20. It’s Your Turn! Work as a table team. Brainstorm strategies and methods to use to teach the vocabulary words within the text selection. Write one strategy/idea per slip of paper. Add your ideas to the strategy wall. No repetitions and strategies mentioned in today’s session cannot be used. 

  21. Closing Work as a team. Write key ideas and thoughts about today’s session on the puzzle piece. Add your team’s puzzle piece to the class puzzle.

  22. Urban Institute WIKI www.wikispaces.com

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