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Introducing words: a few instructional strategies. Why? What? How? York Professional Development Day 1.17.11. Facets of Purposeful Vocabulary Instruction. Provide rich and varied language experiences discussion, focused attention on words, being read to, wide and frequent reading - PowerPoint PPT Presentation
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INTRODUCING WORDS: A FEW INSTRUCTIONAL STRATEGIESWhy? What? How?
York Professional Development Day1.17.11
FACETS OFPURPOSEFUL VOCABULARY INSTRUCTION Provide rich and varied language experiences
discussion, focused attention on words, being read to, wide and frequent reading
Teach word-learning strategies Using context, using morphology (word parts), using a
dictionary
Foster word consciousness Awareness, interest in words and their meanings,
understanding of communicative power of language
Teach individual words (Graves, 2006)
WHY SHOULD I TEACH SOME WORDS EXPLICITLY, AND WHAT WORDS SHOULD I TEACH EXPLICITLY?
EFFECTIVE VOCABULARY INSTRUCTION Vocabulary instruction should focus on critical words
Effective vocabulary instruction does not rely on definitions.
Teaching word parts enhances understanding.
Different types of words require different types of instruction.
Active engagement improves learning.
Repeated exposure is essential.
CRITERIA TO CONSIDER Word Knowledge
prior knowledge necessary
understanding
Relationship to other important words morphological (word
parts) semantic (categories of
meaning)
Frequency & Distribution rate of occurrence in
English text
Utility instructional potential outside of particular
school context generativity
Importance reading comprehension
(particular selection, general comprehension)
content-specific achievement
Conceptual difficulty
QUESTIONS WORTH ASKING Is this word unknown?
Is this word critical to understanding (the particular text, the particular subject matter)?
Is this a word students are likely to encounter again (in sophisticated language use, in this particular subject, in other domains)?
Is this word conceptually difficult (abstract, new concept, multiple meanings)?
Does this word have high instructional potential (morphology, connections to other words, word learning)?
HOW MIGHT I INTRODUCE DIFFERENT KINDS OF TERMS MOST EFFECTIVELY?
“Often, it will be necessary to teach words in ways that do not consume large amounts of time and
do not produce the strongest possible results…
…In these cases, think of your initial instruction on a word as just that—initial
instruction, an initial experience that starts
students on the long road to learning a full and rich meaning for the word.”
(Graves, 2006, p. 70)
QUICK INTRODUCTION Learning new words for known concepts in text
During read-aloud Before students read text
Read-aloud Provide known synonym/descriptive phrase after the
word (without disrupting the narration)
Prior to student reading Display or quick note with target word and known
synonym/descriptive phrase Preview descriptions provided in textbooks
(supplement as necessary)
Reception Check
Full Bars…Decent Reception…Dropped Call?
INTRODUCING SPECIFIC WORDS1. Student Friendly Explanations
Characterize word and typical use Explain meaning in everyday language
2. Teacher-Created Contexts Develop instructional contexts that provide
strong clues to meaning
3. Active Engagement with Words Short, playful, lively opportunities for students
to interact with words and meanings right away
(Beck et al. 2002 in Diamond & Gutlohn, 2006)
STUDENT FRIENDLY EXPLANATIONS Consider resist
Dictionary: “to withstand the force or the effect of”
Student-friendly: “when a person struggles or fights not to give in to something”
Write a student-friendly explanation for one word you teach.
TEACHER-CREATED CONTEXTS Consider convey
Literary Context: “Of the Right Whale, the best outline pictures are in Scoresby; but they are drawn on too small a scale to convey a desirable impression” (Melville, Moby Dick).
Teacher Created: The speaker was successful in conveying his main ideas to the audience. They all understood what he said, and most agreed with him…
Write a few sentences using your word in context to clarify meaning.
ACTIVE ENGAGEMENT WITH WORDSCHECK FOR UNDERSTANDING, REVIEW
Consider interior
Questions Jake thought it would be fun
to explore the interior of Alaska. Why might you want to spend time in the interior of Nebraska?
Example or Non-example? Which tells about the
interior of Oregon? On their vacation, the family
visited a lake in central Oregon.
On their vacation, the family visited the beaches and coast of Oregon?
Finish the idea After a trip to the coast,
we headed to the interior of the country because _____.
Have you ever…? Can you describe a place
you know about that is located in the interior of Nebraska?
Choices If what I say could be in
the interior of a big island, say “interior”…
A mountain An ocean beach
ACTIVE ENGAGEMENT WITH WORDSCHECK FOR UNDERSTANDING, REVIEW
Consider interior Questions
Jake thought it would be fun to explore the interior of Alaska. Why might you want to spend time in the interior of Nebraska?
Finish the idea After a trip to the coast, we headed to the interior
of the country because _____.
Have you ever…? Can you describe a place you know about that is
located in the interior of Nebraska?
EXAMPLE OR NON-EXAMPLE? Which tells about the interior of Oregon?
(“interior” or “NOT!”)
On their vacation, the family visited a lake in central Oregon.
On their vacation, the family visited the beaches and coast of Oregon?
MAKING CHOICES If what I say could be in the interior of a big
island, say “interior”… A mountain An ocean beach
MAKING CHOICESleisurely or in a hurry?
Taking a walk in the park Firefighters getting to a fire Runners in a race Sitting and talking to friends A dog lying in the sun
T-P-S: Think of more situations that sound leisurely.
(Beck, McKeown, Kucan, 2002, p. 57)
MAKING CHOICES glimpse scrutinize
Which can you do more quickly?
inspector spectator What would you probably call every person watching a
football game?
largo ritardando Which tells me to slow down gradually?
(Beck, McKeown, Kucan, 2002, p. 80-81)
MAKING DISTINCTIONS Would you pay homage to something
tolerable?
Would you suppress a profound thought?
Would blurting out your thought be an example of indecorum?
(Beck, McKeown, Kucan, 2002, p. 89)
VOCABULARY INSTRUCTIONAL ROUTINE Learning new words representing
known concepts
1. Introduce the word2. Present a student-friendly
explanation3. Illustrate the word with examples4. Check understanding5. Review a group of words
(see video examples by Anita Archer, http://explicitinstruction.org/)
Reception Check
Full Bars…Decent Reception…Dropped Call?
CONTEXT-RELATIONSHIP Learning new words representing known
concepts
1. Create a brief paragraph that gives the meaning of the word.
2. Follow the paragraph with a multiple-choice item that checks students’ understanding of the word.
3. Show the paragraph, read it aloud, and read the multiple-choice options.
4. Pause to give students a moment to answer the item, provide the correct answer, and discuss the word and any questions they have.
INDOLENCEFortunately, none of my English 9 students could be described as indolent. Whereas an indolent student would try to sleep during class, slouch in her seat, procrastinate, and generally avoid exerting any effort, my students are diligent, hard-working, eager, and achievement-driven. I would be worried if someone described an English 9 R student as indolent, because it is worse than just occasional tiredness or laziness. Indolence implies a tendency to be lazy much of the time.
INDOLENT MEANSA. often lazyB. sometimes lazyC. often hardworkingD. sometimes hardworking
Reception Check
Full Bars…Decent Reception…Dropped Call?
BUILDING ACADEMIC VOCABULARYA SIX-STEP PROCESS
Learning new words representing known or unknown concepts
4. Engage students in word activities5. Discuss words6. Engage student “play” with words
1. Introduce word2. Students generalize meaning3. Students create nonlinguistic representation
(Marzano, 2004)
Massed Practice
initial word learning
Distributive Practice
all previous words
EXPERIENCE & OBSERVE Strategy observer
What steps/processes did you observe?
Participant observerWhat words, behaviors, evidence of
student learning did you notice?
ParticipantsWhat did you learn? What worked for you?
How did you feel as a learner using this strategy?
PLEASE ANSWER: True or False: In linguistic study, polysemous
words have different roots or etymology.
Rate your understanding of the word polysemous.
1 I’ve never heard this word before.
2 I’ve heard this word, but I don’t really know what it means.
3 I know the general meaning of this word, though I cannot specifically define it.
4 Whether spoken or written, I know this word well and understand its meaning.
POLYSEMOUS etymology (analysis of word origins & parts)
poly (Latin, many) sema (sign) -ous (adj.)
POLYSEMOUSContinental Divide
math function
POLYSEMOUSBall (ME bal)
A round or roundish body or mass
Testis—often considered vulgar
A game in which a ball is thrown, kicked, or struck
A pitched baseball…that fails to pass through the strike zone
Ball (OF ballare) A large formal
gathering for social dancing
A very pleasant experience: a good time
PLEASE ANSWER: True or False
In linguistic study, polysemous words have different roots or etymology.
Words at the highest level of complexity are often polysemous.
PLEASE ANSWER: Should teachers focus their direct instruction
of vocabulary on sesquipedalian terms?
Rate your understanding of the word sesquipedalian.
1 I’ve never heard this word before.
2 I’ve heard this word, but I don’t really know what it means.
3 I know the general meaning of this word, though I cannot specifically define it.
4 Whether spoken or written, I know this word well and understand its meaning.
SESQUIPEDALIAN etymology (analysis of word origins &
parts)sesqui (Latin, half as much again)ped (foot)-ian (one that is, one who)
Examples:• antidisestablishmentarianism • pneumonoultramicroscopicsilicovolcanoconiosis • floccinaucinihilipilification
SESQUIPEDALIAN
Everything that coruscates with effulgence is not ipso facto aurous
. --All that glitters is not gold.
<http://www.wordsources.info/words-mod-sesquipedalian-1-16.html>
“Nancy and Sluggo”
PLEASE: Rate your understanding of the word
sesquipedalian.
Should teachers focus their direct instruction of vocabulary on sesquipedalian terms?
1 I’ve never heard this word before.
2 I’ve heard this word, but I don’t really know what it means.
3 I know the general meaning of this word, though I cannot specifically define it.
4 Whether spoken or written, I know this word well and understand its meaning.
EXPERIENCE & OBSERVE Strategy observer
What steps/processes did you observe?
Participant observerWhat words, behaviors, evidence of
student learning did you notice?
ParticipantsWhat did you learn? What worked for you?
How did you feel as a learner using this strategy?
BUILDING ACADEMIC VOCABULARY
STEPS 1 - 3
Massed Practice
1. Introduce word Student friendly descriptions, examples,
explanations, images, etc. Must connect to students’ prior
knowledge
2. Students generalize meaning3. Students create nonlinguistic
representationCaution!
Monitor understanding carefully May require more than one session
637 percentile pts.
higher than… …students who kept repeating definitions.
421 percentile pts. higher
than… …students who were using the terms in a sentence.
Students who used imagery to learn vocabulary, on average, performed…
# of studies
(Pickering, 2007, ASCD presentation)
RESEARCH ON IMAGERY AS ELABORATION
Reception Check
Full Bars…Decent Reception…Dropped Call?
CONCEPT OF DEFINITION MAP Learning new words representing known concepts
or those that can be accessed through student experience / prior knowledge
CONCEPT OF DEFINITION MAP1.Teacher prepares map to clarify meaning of
word in text. 2.Teacher models how to write a definition using
the information on the word map. e.g. “A potentate is a ruler who has a lot of power.
The people do not elect potentates, and some stay in office for life. Some types of potentates are kings, dictators, and emperors.”
3.Students write their own definitions, verify with a dictionary, and revise or add to them as necessary.
SEMANTIC MAP Clarifying, enriching the meanings of known
words
1. Teacher presents important concept before reading.
2. Students brainstorm related words.3. Teacher records and adds.4. Class classifies to show relationships.5. Teacher highlights target words.6. Students add during/after reading.
Discussion is essential!
SEMANTIC MAP