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1. Just for FunWhat do these mean? Example: Forgive and Forget 4 give 4 get
2. LOOK U LEAP R E E H C Look before you leap pppppppEARTH Cheer up Peace on Earth
3. Activity You’ve each been given a word. Someone else has a word that is somehow related or connected to yours. Find that person. Together figure out what the connection is between your words. HINT: Look for someone with the same color paper as yours FIND YOUR PARTNER
4. The Answers
5. WORD LINKS You have just experienced “Word Links”—an activity that can be used to review vocabulary words. In your case, the words you have you will encounter later in this seminar. 2,800 bonus points if you can find those words during this seminar and point them out!

6. WORDS!

   “Vocabulary Strategies for KS2” November 16, 2013 Claudia L. Keh BA Education (K-8) MA TESOL (UCLA) Adult Education Teaching Certificate Doctoral Candidate HKU
7. Goals for the Seminar THEORY PRACTICE Hong Kong Context Key Stage 2
8. Today’s Menu: PART 1 Selecting words to teach Guiding questions Word-learning Strategies Prefixes, Suffixes, Roots Teaching Strategy Examples Meaningful Contexts “Definition +” “Four Square” “PWIM” Repetition and Review Word links Thinking skills: Verbal classification Word Consciousness & Word Play Applications for the HK Classroom P6: Movie Reviews P5: News Reports
9. KEY STAGE 2: Vocabulary and Reading
10. Vocabulary KS2 Teachers need to make plans for vocabulary learning and teaching at different stages of learning so that new vocabulary items are introduced in meaningful context and learnt vocabulary items are revisited and practiced in new contexts. Teachers should not overburden learners in primary schools with too many new vocabulary items in each lesson, although they need to set reasonably high expectations of them. Teachers need to predict the vocabulary the learners will need for meaningful completion of tasks and then decide how the vocabulary items are to be introduced through interesting contexts. English Language Education Key Learning Area: English Language Curriculum Guide (Primary 1-6), 2004, p. 165
11. SELECTING WORDS TO TEACH “Teachers need to make plans…” “Not overburden” “Teachers need to predict…”
12. 3 Guiding Questions Important to understanding Critical concept? Usefulbeyond this classroom? Particularly relevant in EMI contexts. Is understanding the word important to understandingthe selection in which it appears? Does the word represent a specific concept students definitely need to know? How useful is this word outside the reading selection currently being taught? The more frequently a word appears in materials students read, the more important it is for them to know the word. Additionally, the more frequent a word is, the greater chances that students will retain that word. Graves, 2009, p. 26
13. Choose vocabulary words as if you were paying for each word and you needed to keep them forever Is this word one most of my students don’t have a rich meaning for? Is this a word my students need to know and could use in speaking and writing? Is this word essential to understanding a selection my students will be reading? GUIDING PRINCIPLE Cunningham, 2009, p.72
14. Adapted from Hayes & Ahrens, 1988 cited in Graves et al. 2013, p.39 AUTHENTIC TEXTS Frequency of Rare Words in Various Sources
15. Vocabulary (reading) KS2 Teachers also need to includethe teaching of vocabulary building skills in the plans for a school-based English Language curriculum. It is not enough to stop at anticipating and addressing the needs of their learners for specific vocabulary items to respond to questions, express views and feelings and carry out given tasks. Over time, teachers need to model different ways in which learners can attack and organize words. Use known parts of words or word association to work out the meaning of unknown words (e.g. happy/unhappy; bath/bathroom) English Language Education Key Learning Area: English Language Curriculum Guide (Primary 1-6), 2004, p. 165
16. Word Learning Strategies “Model different ways” “attack and organize words” “vocabulary building skills”
17. “Students awareness of prefixes, roots and suffixes (word parts) contributes to their vocabulary growth (Anglin, 1993) and to their reading comprehension (Carlisle, 1995, 2000).” [in Stahl and Nagy, 2006, p.141]
18. The Big FOUR Some scholars declare that four prefixes account for about half the prefixed words in English. What do you think they are? Un- Re- Dis- In- (im,ir,il)
19. Prefixes: UN- According to The American Heritage Word Frequency Book, un-accounts for 26 percent of the total prefixed words occurring in school text grades 3-9 (P2/F1) Combined with the other 3 = 51% of the total. CAUTION: NOT FOOLPROOF indelicate does not mean not flimsy under does not mean below the ‘der’
20. TEACHING STRATEGY Introduce the concept of prefixes: they change the meaning of the “root” word. [prefixes do not appear on their own] “Root” words are small words that are inside larger words and have their own meaning. un safe uncle
21. Activity Unequal pieces Equal pieces This is a picture of two pies. The first pie has equal pieces; the pieces are the same size. The second pie has unequal pieces; the pieces are not the same size.
22. Circle the answer that best completes the sentence. 1. When a knight is afraid, he is scared. If a knight is unafraid, that means a. The knight is scared. b. The knight is not scared. Read the sentence. Then use your knowledge of the prefix un, to tell the meaning of the word in bold. 2. The girl made an unwise choice. If wise means, “smart”, unwise means _________ 3. What does –un mean? Graves et al., 2013 p.80
23. Re- disappear reappear appear In school you have to write passages in English . Sometimes you have to write the passage another time to make it better. If you have to rewrite your passage it means_______
24. Mis- misunderstand understand When a child behaves, we say s/he is being good. If a child misbehaves, that means a. The child is being naughty b. The child is acting properly. 2. The boy misspelled all the words on the exam. What mark did the boy get on his test?
25. Over- Baked cooked Overbaked overcooked 1. When a library book is due, you must return it. If the book is overdue, that means a. You returned it on time. b. You returned it too late.
26. Over-
27. Student Prefix Log Graves et al., 2013, p. 83
28. Ideas from other teachers
29. Word Learning Strategies:What we’ve done so far… Examples inductive, meaning-based activities focusing on prefixes/suffixes. Examples of activities for student output.
30. Some research suggests that it takes 12 instructional encounters to thoroughly learn a word (Beck, et al, 1982; McKeown et al., 1985) Vocabulary KS2 Teachers need to make plans for vocabulary learning and teaching at different stages of learning so that new vocabulary items are introduced in meaningful context and learnt vocabulary items are revisited and practiced in new contexts. Teachers need to predict the vocabulary the learners will need for meaningful completionof tasks and then decide how the vocabulary items are to be introduced through interesting contexts. English Language Education Key Learning Area: English Language Curriculum Guide (Primary 1-6), 2004, p. 165
31. Rich, Varied, Recycled Experiences “ Meaningful completion of tasks” “Interesting/ meaningful/ new contexts”
32. Introductory Instruction “Virtually all effective vocabulary instruction is likely to include a definition. And not any definition will do.” (Graves et al. 2013, p. 57) “Student Friendly” Student friendly: Longer, written in complete sentences, do not contain words more difficult than that being defined. [Examples to follow]
33. Traditional and Student-Friendly Definitions
34. DEFINITION + Making use of an image can markedly improve students’ understanding of a word, make the instruction more interesting, and better cement the word in students’ memories. + Graves, 2009, p. 73
35. Definition + Teaching Activity Create a student-friendly definition and rich context for the word. Display the target word and its definition. Have students repeat the word several times. E.g.: “Scaffold” A temporary structure that holds something up while it is being built.
36. Definition + Teaching Activity Include an image of the target word. Select pictures carefully so that they clearly convey the particular meaning. [see next slide] Provide opportunities for students to briefly discuss the words. Pose questions; get students to personalize the word; provide sentence stems for students to complete using the word. E.g.: Where do you see scaffolds? In Hong Kong what are scaffolds made of?
37. Definition, rich context, and a Picture Item A scaffold is a temporary structure that holds something up while it is being built. There was so much scaffolding around the building that it was difficult to tell what the building really looked like.
38. Definition, rich context, and a Picture Item Ice Cream Flavors
39. Definition, rich context, and a Picture Item Look at the picture. This chart helps interpret or explain how many people like each flavor of ice cream. To interpret is to explain the meaning of something. Partner Talk: Interpret the chart. Which flavor is most popular and which one is least popular? What is the difference in the number of people who like the most and least popular flavor? Ice Cream Flavors
40. A word we are going to learn is enthusiasm. Enthusiasm is being very excited about or interested in something. [Cantonese?] Whole-class response: Let’s all say enthusiasm three times. Let’s look at the picture that helps us understand the word, enthusiasm. The girls are cheering because their team won. Model: I play soccer with enthusiasm. I have an interest in soccer because I like to run and kick the ball. Partner talk: What do you do with enthusiasm? Use the following phrase in your answer: “I….with enthusiasm because…” Enthusiasm As we read, I want you to listen for the word, enthusiasm. If you hear it, touch your nose.
41. Longman Express: Reading and Writing 5B
42. Crowded It means __________. Partner talk: Name a place that is very crowded. Describe it and I’ll see if I can guess the place. Is this correct? Causeway Bay is very crowdy on Saturdays.
43. Longman Elect 5B Dear Susan, Thank you for your tips and advice for visiting London. I am very happy that you are visiting Hong Kong. If you like sightseeing…. If you want to buy souvenirs, you should visit Stanley. You can shop at the market there. You can also go to the beach. If you go to Stanley, you shouldn’t go at weekends. It is very crowded. Hope to hear from you soon, Love, Ken
44. FOUR SQUARE TECHNIQUE
45. Four Square Vocabulary Learning Eeds and Cockrum (1985) STEPS: Students fold a piece of paper so it makes four sections. The students write the target word in the upper left section. The teacher gives a definition BUT it is not written down. It is only intended to start a conversation. Ask students for examples of the concept. Record in the upper right quadrant. Ask for non-examples and record. Finally ask students to write their own definition.
46. Four Square Soothing Can you give me an example of something soothing? Bath Soft music Lying down soothing Something that is soothing relaxes you Traffic Yelling exams Can you give me an example of something NOT soothing? Can you write your own definition of soothing?
47. ACTIVITY: Your turn buoyant Examples of the concept Boats Balloons Cork Definition of the word Non-examples Bricks Rocks nails Weights Something that is buoyant floats
48. Other Options (Draw a picture)
49. Four Square Writing
50. Brain Reboot
51. Shark Attack! Baby Shark Momma Shark Papa Shark Surfer Dude Saw a shark Shark attack Swam away “Where’s my board?” Surfing Shark
52. PWIM
53. PICTURE WORD INDUCTIVE MODEL Emily Calhoun (1999) PWIMuses pictures containing familiar objects, actions and scenes to draw out words from children’s listening and speaking vocabularies. PWIMhelps learners add words to their sight reading vocabulary, as well as their writing vocabulary. Learners can also discover phonetic and structural principles present in those words.
54. Label the picture
55. Label the picture
56. Examples from other teachers
57. PWIM: STEPS Ask students what they see. Label the picture. Read and review. Have students repeat. The words are categorized and read as a class over a series of days. Identify common characteristics: nouns, verbs, adjectives, similar beginning consonants, rhyming words etc. Lead class to give the picture a title. Get students to think about the information and what they want to say about the picture. Ask class to generate sentences using the words. Then, depending on the grade level, the sentences are categorized and formed into paragraphs. Teacher MODELS writing sentences to form a good paragraph. The students then write paragraphs (if applicable). Read and review.
58. What items in the picture might be labeled? How would you guide your students to categorize the words? How might you use the students’ input to promote language usage?
59. PWIM One Teacher’s Idea
60. http://mmegc.wordpress.com/tag/pwim/ Verbs were added later and printed in RED
61. The teacher’s next step: “We worked really hard on our phonics and high frequency words. I used the sticky notes to show how changing the initial consonant makes a new word that rhymes. face -race-lace,  house -louse-mouse, kid, hid ,lid, did…” NOTE: Your photograph should be a living document-not wall paper.
62. “We worked on building sentences with sentence blocks by rolling the blocks and composing sentences. Sometimes they made sense -sometimes they didn’t . The laughter and self-correcting led to better comprehension. Students then wrote their favorite sentences into their notebooks.” “This activity also improves fluency and comprehension. Students then illustrated their sentences. Stronger students worked on paragraph writing by rolling multiple sentences and illustrating the sentences”. [next slide]
63. Noticing Language in Context “ We read a lot of books to see how real authors started sentences so that not all of our sentence would start with THE”.
64. Writing Titles “We worked a lot  on titles. Titles are a good lead into main idea and determining importance. We studied different titles of published books.I brought in stacks of books and students had to compare and figure out inductively what kind of title the stack represented. We looked at one word titles, question titles, titles that start with the, repeating titles and titles with alliteration. We used the sentences to help us write class and individual paragraphs”.
65. Possible Photos for PWIM
66. Idea from local textbook: “My Pals”
67. Idea from local textbook: Longman, “Elect”
68. What we’ve done so far… Meaningful contexts: Contextualized meaning- pictures Student-friendly definitions Definition Rich words 4-Square Method PWIM Student engagement in learning Input & Output
69. Repetition and Review “No matter how well we initially teach a word, it is much more likely that students will internalize and remember the word if they see it again and better yet work with it actively.” Graves et al., 2013, p. 69
70. Review ActivityWord-links: Review Cognitive Pair work Oral language Adjectives Content words This was your first activity in this seminar.
71. Building Thinking Skills Verbal Classifications Howard and Sandra Black, 1984
72. Thinking skills:Adapting to Local Primary SchoolsUnit: Movie Reviews Explain the exception Cartoons, comedy, drama, news report ___________________________________________________ Explain the exception Cartoons, comedy, drama, news report Cartoons are not “real”; they are animated Class and Members Comedy, drama, horror, movie genre CLASS __________________ MEMBERS, ________, _________, _______ Class and Members Comedy, drama, horror, movie genres CLASS Movie genres MEMBERS, comedy, drama, horror
73. Sorting into Word Classes
74. Word Consciousness & Word Play
75. Promoting Word Consciousness Word consciousness = awareness of and interest in words. Create a word-rich environment Rhymes, Books Promote Word Play “Hink-Pinks” “Wuzzles” http://www.wuzzlesandpuzzles.com/wuzzles/
76. Hink-Pinks (with visuals) Brown crown
77. Pink drink Wet pet
78. Stuck truck
79. A crying father Sad Dad A rabbit who tells jokes Funny Bunny An overweight kitty Fat Cat
80. Application: Local Hong Kong P6
81. P6 Movie Reviews Put these words in alphabetical order Boar Board Bore Bored Boring Boring Bore Bored Boar board Incorrect Incredible Interesting Interrupt Interesting Interrupt Incorrect Incredible Circle the words which could be used to describe a movie Circle the words with similar meaning
82. P6 Movie Reviews How many words can we make? -ed excited +un unexcited excite -able excitable +un unexciting -ing Exciting -ment excitement
83. P6 Movie Review How many words can we make? bore -ing boring -ed bored -dom boredom
84. P6 Movie Review Find the “judgment” words the writer uses to tell his/her opinions about “Iron Man 3”. Underline them. I just saw Iron Man 3. The villain was exciting and the heroes were all interesting, too. I was surprised(?) by the ending and happy that I went to see this movie. Even my mother liked the movie. Overall this film was____. I just saw Iron Man 3. The villain was exciting and the heroes were all interesting, too. I was surprised by the ending and happy that I went to see this movie. Even my mother liked the movie. Overall this film was____. great! Change these words by adding or deleting a prefix or suffix.
85. P6 Movie Review How did the meaning change? I just saw Iron Man 3. The villain was unexciting and the heroes were all uninteresting, too. I was unsurprised by the ending and unhappy that I went to see this movie. Even my mother disliked the movie. Overall this film was____. bad.
86. P5 News Report Zoo Animal Translator Device An engineer has invented a device that can understand zoo animals’ language. The “Zoonslater” (zoo+ translator) is now being tested at a zoo in Singapore. “The results so far are exciting, but not what we expected,” the zoo keeper said. “The animals seem to like to comment on each other’s appearance.”
87. Activity
88. Activity I am taller than you, but my mother is very very tall! She is much taller than I am. Wow. You are really tall! Are they talking about me? Yes. It is strange. I have never seen a green elephant. Look at that elephant! He is green! I didn’t know elephants were green!!
89. Why do you stand on only one leg? The other leg is tired. I like your hat.
90. Thank you. I really like your stripes. You look a little tired. Have you been staying up late again? Yes. I’ve been playing Video games again.
91. What we’ve done Thinking Skills Word Consciousness & Word Play Application to local situations: Movie Review (P6) News Report (P5)
92. Break?
93. PART II: Reading Skills Working out the meaning Context clues Read Aloud Picture Walks WBT Principles for designing effective Reading Lessons
94. Reading/Vocabulary KS2 Work out the meaning of an unknown word or expression by usingvisual clues, contextand knowledge of the world Understand intention, attitudes, feeling conveyed in a text by recognizing features such as the choice and use of language Teachers should move learners to words needed to expressopinions(on general topics) appreciate andinterpreta variety of texts express a wide range of ideas for communicative purposes English Language Education Key Learning Area: English Language Curriculum Guide (Primary 1-6), 2004, p. 56-57
95. Reading (vocabulary) Skills “Known parts” “associations” “Visual clues” “Context” “Understanding intention, attitudes, feelings” “Express opinions”
96. “Use Context Clues” argument We are asking a reader who doesn’t know the word in question to figure out the structural relationships between all the words in the passage. Asking a reader to define a target word by its relationship to other words in a passage assumes this reader knows the meaning of all the “clue” words. p.76 Ohanian (2007). It cannot be assumed that the guessing from context that assists comprehension will necessarily result in the acquisition of new words. If a word can be guessed easily, little attention to its form is needed with the result that the word may not be retained. Graves et al, 2013, p. 26
97. Example: Instructions: Write a definition for the underlined word in each sentence. Circle the context clues that helped you. Because of its beauty, the magnificentpainting was hung in a place of great honor. Asking a novice reader to unpack the meaning of magnificent from the sentence presumes a lot. Does the reader know that magnificent is describing a painting? Does the read know that its is referring to painting? What about the words, honor and beauty? p.81 Ohanian (2007).
98. Context Clues: Recommendations Strategy 1: Look for a definition of the word. Often found in non-fiction. A group of fish is called a school. This is not because it is a place of learning. It is n old word from Holland that means a crowd. Fish live in crowds. -From The cod’s Tale by Mark Kurlansky “ A Muggle,” said Hagrid, “it’s what we call nonmagic folk like them. An’ it’s your bad luck you grew up in a family o’ the biggest Muggles I ever laid eyes on.” -From Harry Potter and the Sorcerer’s Stone by J.K. Rowling
99. Context Clues: Recommendations Strategy 2: Look carefully at the sentence before and after the word in question. Sometimes surrounding words give a pretty good clue to a difficult word’s meaning. You may need to read the whole paragraph very carefully. Sometimes the helpful context comes before the word, and sometimes after the word. “Oh, Mom, can I go on the train and see him, Mom, oooh please…” “You’ve already seen him, Ginny, and the poor boy isn’t something you goggle at in the zoo.” -From Harry Potter and the Sorcerer’s Stone
100. Context Clues: Recommendations Strategy 3: Try to get a feel whether the word is positive or negative. Sometimes the context does not supply a synonym for the word in question but it does help the reader get a sense of whether the word is describing something nice or something not nice. Many animals communicate to warn one another of danger. When every member of a group watches out for predators, they are all more likely to survive. -From Slap, Squeak and Scatter: How Animals Communicate by Steven Jenkins. The rooster charged at her, rapped her viciously—as if beating her for having got herself beaten. - From Along Came a Dog by MeindertDeJong
101. READING ALOUD Students should hear something read well every day. By reading aloud to students, teachers invite them to enter the world of reading. Reading aloud offers students experience with the rhythms of the English language, a model of enjoyment and learning from print, and an opportunity to be engaged with text. Reading aloud is especially beneficial for low achievers (Bridge 1989; Winograd & Bridge, 1995) and works to increase students' comprehension and vocabulary test scores (Cochran-Smith, 1988).
102. Tips for Reading Aloud Select primarily nonfiction material. Choose passages that capture powerful or useful concepts. Practice reading the selection aloud before you share with students. Plan a few comments to encourage class discussion, such as what drew you to that passage, how you figured out the message, or how you will use the information. Use the passage to emphasize varied concepts in the curriculum. Budget your time—segments of reading aloud can productively range from 5 to 20 minutes when discussion is included.
103. PICTURE WALKS
104. “Picture Walks” [Clay, 1991, 1993; Stahl, 2004] Pictures are used as a catalyst for discussion of what a book is about; or selection of a book. Use the pictures and build vocabulary around the pictures. Nouns are the most obvious, but it is possible to build meaning for verbs and adjectives.
105. Four chosen words: volcano, eruption, lava Does anyone know what we call this? What is happening in this volcano? What is coming out of the top? Have you heard this word before? Does anyone know what we call this when a volcano has lava coming out of the top like this? Has anyone seen a real volcano? Have you seen one on TV or in a movie? Cunningham, 2009, p.79
106. WHOLE BRAIN TEACHING
107. SUPER-SPEED
108. DIRECTIONS: 100 Arrange your class in groups of twos. If you have an odd number of students, you will pair with the extra student. Without telling your pupils, be sure that a weaker reader is always paired with a stronger reader. Begin: one person on your team reads the first word, then the other person on the team reads the next word, and so on. Keep taking turns. If your partner doesn’t know a word, or mispronounces it, you can say the word for him or her. Keep taking turns, reading as fast as you can. I’ll say ‘stop!’ after a minute.
109. PRACTICE Level 20: she, for, on, they, but, had she, for, on, they, but, had, had, but, they, on on, they, but, had, had, but, they, on, for, she she, for, on, they, but, had, had, but, they, on
110. Mark your team’s record on the page and then I’ll give you another try for a minute. Start over with the first word you read, but whoever started goes second and whoever went second, now goes first. You’ll be trying to beat your previous record.
111. Level 96 in your hand out (2.4.1)
112. Examples of Levels Super Speed 100 Level 44: we, am, then, little, down, do we, am, then, little, down, do, do, down, little, then then, little, down, do, do, down, little, then, am, we we, am, then, little, down, do, do, down, little, then Level 85: over, yours, its, ride, into, just over, yours, its, ride, into, just, just, into, ride, its its, ride, into, just, just, into, ride, its, yours over over, yours, its, ride, into, just, just, into, ride, its Level 100: how, know, part, right, put, sound how, know, part, right, put, sound, sound, put, right, part part, right, put, sound, sound, put, right, part, know, how how, know, part, right, put, sound, sound, put, right, part
113. DIRECTIONS: 1,000 Make a team of two readers. Beginning at line 1 below, you read the first word and your partner reads the second word. Keep taking turns, reading as quickly as possible for a minute.
114. Practice the, to, and, he, a, I, you, it, of, in, was, said, 1 his, that, she, for, on, they, but, had, at, him, 2 with, up, see, all, look, is, her, there, some, 3 word, out, as, be, each, have, go, we, am, 4 then, little, down, do, can, could, when, 5 did, what, so, splootz! 6
115. Practice 2.4.2 in your handout
116. When your team is finished, mark the last word you or your partner read. This is your team record. Play again for a minute, trying to break this record, but this time, your partner goes first. Your partner reads the first word, you read the second word, and so forth. At the end of a minute if your team beats your team record give a merry cheer.
117. Examples of Levels 1000 better, best, listen, reached, covered, fast, several, hold, 44 himself, toward, true, step, morning passed, vowel, five, 45 ten, hundred, numeral, thousands, knew, north, south, 46 money, map, since, pulled, draw, voice, seen, slow, fast, 47 plan, notice, slowly, sing, war, ever, tall, king, piece, I’ll, 48 unit, figure, certain, across, travel, told, today, upon, bap! 49
118. Overview Dramatic Reading Paraphrasing Question and Answer Connecting with other information
119. Structure and Rationale Dramatic reading: The reader reads slowly, so the listenerhas time to form gestures. The reader gains comprehension byemphasizing key words. The listener adds a kinesthetic dimension to meaning by finding appropriate gestures. (Reading aloud: The teacher reads dramatically and students make gestures dramatizing the text.)
120. Basketball on Wheels Basketball is a hard sport to play. You need strength to move up and down the court. You need to bounce the balls as you go. You must be ready to for a pass. You cannot rest for a second. People who play basketball work as a team. The same is true for people who play basketball from wheelchairs. There are many basketball teams for children in wheelchairs. These children bounce the ball, pass and shoot from their wheelchairs. They learn to move fast in their chairs and keep track of the ball. They must also be good at passing and shooting. They need a lot of strength and balance to play. Just think how high the basket looks when you are sitting down. Wheelchair basketball is a great way for children in wheelchairs to be on a team. These players show us we can all be strong if we try.
121. 2. Paraphrasing: The reader does most of the work, using a dramatic tone and gestures. The listener silently mirrors thegestures. Paraphrasing is a key intellectual skill. Students needhundreds of hours of practice in putting what they read into theirown words. (Reading aloud: the readeruse gestures and explain what the story was about to the listeners. The listenersmirror thegestures. Demonstrate what you want with one of your brightest students.)
122. Paraphrase/copy I will paraphrase and do gestures. You copy me.
123. 3. Q and A: The Questioner and the Answerer both usegestures and a dramatic tone of voice. Virtually all theories ofreading emphasize the importance of asking and answeringquestions about reading material. (Reading aloud: The readersask questions with gestures and the listenersgive answers withgestures. Demonstrate what you want with one of your brightest students.)
124. Q & A
125. 4. Connecting: Tell your students that any connection theycan make between the reading material and anything else theyknow, or imagine!, is a good connection. According to brainscience, we only learn when we link new information to oldinformation. When students get the habit of making connections,you can, whereappropriate, ask them to focus on makingconnections to other course material ... this is more difficult. (Reading aloud: During a group discussion. ask your studentsquestions like, “What does this remind you of?” “Has anyone seenanything like this?”, “Have we studied anything like this?” and soforth ...
126. Connecting Do you play basketball? Is it easy or difficult to make a basket? Have you ever played basketball sitting down?
127. Twos Ones
128. More information
129. Principles for Designing Effective Reading Lessons Farrell, T. (2009). Teaching Reading to English Language Learners.
130. Use reading materials that are interesting. Make reading the major activity of the reading lesson. Sustained periods of actual reading. Have a specific objective for each lesson. Language focus: Reading Topic:Sport Objectives: To teach the students to skim and find the main idea of the passage. Prior Knowledge: Students have learned how to locate information by reading and finding the main sentence of each paragraph.
131. Use activities that allow students to bring their own experience to their reading. KWL: What do I Know? What do I Want to know? What have I Learned? Divide lessons into pre-, during- and postreading phases. Activate prior knowledge Skim/scan. Focus on instructional objective—teaching or practicing a strategy. Closure.
132. FYI: READING OUT LOUD
133. Recap PRACTICE THEORY (principles) Principles Provide varied learning experiences: listening, speaking, reading writing Teach individual words: deep, rich, extended; multiple contexts, active processing Teach word learning Strategies: unlock unknown words; context Foster word Consciousness: head and heart: awareness + interest Principles “Vocabulary instruction is most effective when learners are given both definitional and contextual information, actively process new words and meanings, and when they experience multiple encounters with words.” Graves et al, p.4
134. Goals for the Seminar: Revisited THEORY PRACTICE Adopt Adapt
135. Thank you Q & A
136. Principles of effective vocabulary instruction Involve students in active and deep processing of the word. Engage them in activities that lead them to consider the word’s meaning, relate that meaning to information stored in memory, and work with the word in creative ways. Review, rehearse and remind students about the word in various contexts over time, If you teach a word before students read a selection, it is generally a good idea to at least briefly review it after they read. Then throughout the weeks and months following initial instruction, look for and point out other occurrences of the word, ask students to look for and point out other occurrences and occasionally have a brief review of some of the words taught. Provide multiple exposures to the word. Recycle! Graves, 2009, p. 28