ADVENTURES IN VOCABULARY

SEEK

EXPERIENCE

EXPLORE2011 ABE Summer Institute Presenters:Sue HenkelLynn LarsonDiane PoquetteKatie Wolverton-Maki

ADVENTURES IN VOCABULARY

Welcome• Introductions

Restrooms

• Timeline

Objectives

Objectives• Lead vocabulary instruction utilizing

a variety of methods

• Expand students’ vocabulary knowledge and word relationships

• Create a vocabulary routine within your classroom

Think-Pair-Share

• What advice would you give to a new teacher as he/she begins to address vocabulary instruction in their classroom?

1. … Parking Lot

2. …3. …

Experts in Vocabulary Instruction

• Dr. Janet Allen• Dr. Camille L. Z. Blachowicz• Dr. Mary E. Curtis• Dr. Kathy Ganske• Laurie Kagan & Dr. Spencer Kagan• Dr. Robert Marzano

Dr. Janet AllenWords, Words, Words…

Renowned expert in vocabulary strategies:– Activate prior knowledge– Make learning meaningful and lasting– Build concept knowledge– Use structural analysis– Utilize words in context

Best Practices in Vocabulary Instruction by Dr. Camille L.Z. Blachowicz

Vocabulary learning takes place when students are:

1. Immersed in words2. Active in discovering ways in which words are related to

experiences and related to one another3. Able to personalize word learning4. Learning vocabulary from multiple sources of

information5. Able to gain control over their own learning6. Able to develop independent strategies

Dr. Mary E. Curtis

• Student Achievement in Reading (STAR) for intermediate adult basic education students

• Reading Is FAME: Diagnosis and remediation of at-risk students’ reading skills, Boys Town Reading Center

Dr. Kathy Ganske

• Researcher of word learning and comprehension, teacher preparation and effectiveness, and student achievement in literacy instruction

• Assessment-driven vocabulary instruction• Author and coauthor of several books

(Word Sorts)

Laurie Kagan & Dr. Spencer KaganResearchers of Cooperative Learning

1. Think-Pair-Share2. Four Corners3. Post-It Parking Lot4. Entry/Exit Ticket

Dr. Robert Marzano• Best Practices for the K-12 Classroom• Research supports that knowledge is

stored in two forms: a linguistic form and an imagery form

• Engage students in the creation (making connections)

• Routine and structure are important

According to Cook Counseling Center at Virginia Tech

• K-1 Children know between 5,000 to 10,000 words (depending on the exposure to language and early literacy)

• By grade 6, that number has doubled to 20,000 to 30,000

• By grade 12, that number has doubled again to about 60, 000

• The average college sophomore knows about 120,000 words

Explicit Instruction• Explain what you will be doing and why you are doing it

• Model it• Provide multiple opportunities for

guided practice and feedback• Provide multiple opportunities for

application• Revisit & reflect often*

Tier 1-2-3 Words• Tier 1 – Basic Vocabulary– pencil, map, book, sad, blue

• Tier 2 – High Frequency/Multiple Meaning Vocabulary– evaluate, various, compare, estimate

• Tier 3 – Low Frequency, Content-Specific Vocabulary– photosynthesis, anarchy, mitosis, veto

(Averil Coxhead, 2000)

Ways to Introduce VocabularyFrayer Model

Word Rating Chart

Word Questioning

Chart

Context and Connection

Chart

Concept Map

Learning Activities

Wordo

Vocabulary Ring

Word Sort

Word Poster or Picture

Graphic Organizers

Spelling Sudokus

Crossword Puzzles

Make and Take• Word Cube

• Flip Book

• Taboo Card

• Exit Ticket

What Does it Mean to Own a Word?

• Word Schema: A network of knowledge related to a word.

Own It

Understand-ing of the root

word

Connections to similar-meaning

words

What the word means

Vocabulary Assessment Activities

I have…Who has…?

Knowledge is gained largely through words!

• EXPLICIT INSTRUCTION• STUDENT ENGAGEMENT• MULTIPLE OPPORTUNITIES• REFLECTION & REVIEW• ROUTINE, ROUTINE, ROUTINE• READ & WRITE REGULARLY

E-ResourcesEducationoasis.com

Kaganonline.com

Mathwire.com Ncsall.net (National Center for the Study of Adult Learning and Literacy)

Ncsall.net (National Center for the Study of Adult Learning)

Quizlet.com ReadingResource.net

Readwritethink.com Edhelper.com

Sparklebox.co.ukSuperduperinc.com SuperTeacherWorksheets.comVisuword.com

Vocabulary.com

VocabularyCoach.com

Vuw.ac.nz

Allen, J. (1999) Words, words, words: teaching vocabulary in grades 4-12. Portland, ME: Stenhouse Publishers. www.janetallen.org Blachowicz, C. L. Best practices in vocabulary instruction. Scott Foresman Publishing. www.sfreading.com

Coxhead, A. (2000) "A new academic word list." TESOL Quarterly, 34(2), 213-238.

Curtis, M. E. and Longo, A. M. (May 1997) “Reversing reading failure in young adults.” Focus on Basics Connecting Research and Practice, Volume 1, Issue B. www.ncsall.net/?id=466

Ganske, J. (2000) Word journeys: assessment-guided phonics, spelling, and vocabulary instruction. New York, NY: The Guilford Press.

Kagan, S. (1994) Cooperative Learning. SanClemente, CA: Kagan Publishing. www.KaganOnline.com

Marzano, R. J., Pickering, D. J. (2005). Building academic vocabulary for student achievement: Teacher’s manual. Alexandria, VA: Association for Supervision and Curriculum Development. www.MarzanoResearch.com

One forgets words as one forgets names. One's vocabulary needs constant

fertilizing or it will die.

Evelyn Waugh

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