Vocabulary by Moore Unlocking Secrets to Comprehension

7/27/2019 Vocabulary by Moore Unlocking Secrets to Comprehension

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Vocabulary: Unlocking theocabulary: Unlocking theocabulary: Unlocking theocabulary: Unlocking theSecret to Comprehensionecret to Comprehension

Just Read Florida Conference 2008

Miami-Dade County Public Schools

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Division of Language Arts/Reading


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ess on ec ves:ess on ec ves:

Utilize M-DCPS FCAT Question Task Cards todemonstrate how vocabulary developmentensures eeper compre ens on

vocabulary instruction

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Kindergarten students vocabulary size is a

school. (Scarborough, 1998)

a significant predictor of reading comprehension

ten years later. (Cunningham & Stanovich, 1997)

Children with restricted vocabulary by third gradehave declining comprehension scores in the later

., , ,

Vocabulary knowledge is highly related to reading

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. , , , ,to Life)


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Vocabulary Comprehension

cognitive process that cannot be

understood without a clear description of

vocabulary instruction play in theunderstanding of what has been read.

NRP, 2000

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a o oa o o

Teach vocabulary early,,

and never stop!

What do we see resentl in schools.

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H d hildd hildow do childrendevelop vocabulary?How do childrendevelop vocabulary?e e op ocabu a ye e op ocabu a yIndirect Learnin Direct Learnin

Engagement in oral

communication

Learning word

meaningsread to them

Reading extensively

strategies

Using reference tools

en y ng wor par s Using context clues

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--VOCABULARY (LA.3-5.1.6.2, 1.6.7, 1.6.8, 1.6.9)

Design a question that requires students to determine the meaning of aword in context, including the use of prefixes, suffixes, root words,multiple meanings, synonyms, antonyms, homonyms, and wordrelationships.

Read this sentence from the passage.

Copy sentence or phrase from passage here.

What does the word _____________________mean?_________

Choose the word that means the SAME as _____________. Choose the word that means the OPPOSITE of _________. What two words best describe the word ._______________

Which two words mean the same/opposite? Which sentence below uses the word ____ the same way as the

story/article?

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c wor as e roo as __________


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e ec ng or s o eace ec ng or s o eac

Words have different levels of utili ty:

Rarely require

instructional

Mature language

Instruction in these

Frequency of use is

quite low. Connected

significantvocabulary increases

subject area ordomain. Bestlearned as the needarises

baby, clock, happy,jump, hop, slide, girl,

coincidence, absurd,fortunate, maintain,

larvae, aphids,isomorphism,

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, , . , . , ,cholesterol , etc.


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ea ng an ar sInstructional Procedure


Teacher-Directed Instruction Selected Grade-level Text

Teacher

Planning

Activate/build background knowledge

Preview selection to determine textstructure and text features

Before

Reading

tit le, sub-titles, pictures & captions, sidebar

Select critical vocabulary

Identify a purpose for reading

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MammalsMammalsThe World of Primates:A es and Monke s

The World of Primates:A es and Monke s

Tier 1 Tier 2 Tier 3

fingernails

climb

upright

bored

g on

orangutan

rainforestgor a

social

dangerous

grasslands

mammals

AfricaSouth America

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l in K V l r l in K V l r Ensure Comprehension:

What words should I re-teach?

Ensure Comprehension:

What words should I re-teach?

Select and compile a list of wordsthat are supportive of the storyline

Determine which of these words areade uatel defined in the text primates

Identify the words students can useto determine meaning utilizing

upr g

social

pre xes, su xes, or ase wor s. Choose a key concept word that is

grass an s

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to be pretaught.


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Introduce the word in contextExample: Mammals have warm blood and fur.

rov e s or , s u en - r en y e n onsMammals are warm-blooded animals with hair or fur

that have live births.

Use discussion starters to clarify word meaning

s a ques on o engage s u en s ndiscussion.If a hummingbird has feathers and lays eggs is it a

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mammal?


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Teaching Vocabulary Wordscontinuedeaching Vocabulary WordscontinuedDevelop relationships among words

Antonyms, synonyms, homonymsAre there other words that mean the same (the opposite,or sound the same)?

Provide examples: horse, cat, dog, bear, gerbils,humans, etc.

Semantic mapping, concept maps, etc.

Word jars, student notebooks, vocabulary journals

Provide students with

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What is it?

a s e

Has fur or hair

A warm-blooded animal

What is it different from?

MammalsFish, birds, reptiles,

Gives birth to live

babies

Antonym

amp ans

Feeds milk to its

young

Examples humans apes dogs and cats

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to Assessment

to Assessment

Now its your turn

Refer in your handout packet to M-DCPS

task card to create an FCAT type question

.

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to Assessment

to Assessment

Choose the word that means the SAME as,

.

B. social

C. rimate

D. birds

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Instructional Procedure

Instructional Procedure


Reading

re-reading the text for different purposes andto model think aloud process

Teachers should be stopping to model

the think aloud process

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to Assessment

to Assessment

Now its your turn

Refer in your handout packet to M-DCPS

task card to create an FCAT type question

,context clues.

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Context Cluesontext Cluesontext Cluesontext CluesRead these sentences from the passage.

Away from their home, they could get bored andupset. Zoo keepers build special climbing walls, and,

interested.

bored.A. dangerous

. n eres eC. smartD. u set

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After

Reading

Use selection to teach appropriate

strategy/organizer for comprehension

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Why didhe writethis?Authors Intent

Story/Poem

To tell To teach

To entertain with a scar stor , To show effects, similarities/differenceshumorous story)

To share To informTo teach (fable/moral) To give facts

To persuade/convince

To explain

To demonstrate To give an account of(biographies)

To develop (a setting, an idea, a character)

To encoura e

=

AuthorsuthorsPurpose.

Example: Q: Why did the author wri te this artic le?

A: The author wrote this article to give facts about elephants livingin central Africa.


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to Assessment

to Assessment

Why did the author write Mammals, The World

A. to tell where apes and monkeys hang out

B. to entertain the reader about how primatesp ayC. to teach the reader about the world of

primates

D. to tell facts about the gentle giants of WestAfrica

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Select a word from the passage that will lead students

meaning through the use of synonyms and antonymsfor the selected word.

small big

mnscue diminutive

life-sizebulky enormous

pe e undersized

microscopic colossal

mn a ure

Order these words along the continuum shown above. Are there words

below that should be placed beyond small and big? Are there other

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wor s a you cou a ese wor s may er accor ng o

content/situation.)


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to Assessment

to Assessment

Choose the word that means almost the SAME.

A. flatB. horizontal

C. uneven

D. vertical

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W d Jd Jord Jarsord Jarsompoun or s xes omop ones

uprightunlike bored-board

fingernailstreetops

ou ybiggest

amazingly

weg -waythere-their-

theyre

throughout genera yclimbers a - a e

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W d Jd Jord Jarsord JarsMulti le-meanin Descriptive Primate

words Language Words

branch as small as aclimbers

leaves

swingsecond

biggest

grabbing

swing

amazingly fastgentle giants

gibbons

chimpanzees

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Killi T Bi dilli T Bi dilling Two Birdsilling Two BirdsInflectional

Endings

contractions- subjective- climbers,

possessives-

possessive-

their

-

ung es

bored

interested

it smar erbiggest

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oca u ary: n oc ng eSecret to Com rehensionoca u ary: n oc ng e

Secret to Com rehension

Students who are word conscious know many, , .

They are aware of the subtleties of wordmean ng an o e power wor s can ave

Word conscious students enjoy words and

word play and are eager to hear and learn newwords.

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Allen, Janet. 1999. Words, Words, Words: Teaching Vocabulary in Grades 4-12.Strenhouse Publishers. Portland,Maine.

e y, aumann, ames, ame enu , war . . oca u ary ns ruc on: esearc o rac ce. u orPress, New York, NY.

Bear, Donald, Invernizzi, Marcia, Templeton, Shane, & Johnston, Francine. 2004. Pearson, Merrill Prentice Hall.Upper Saddle, New Jersey.

ec , sa e , ucan, n a, c eown, argaret. . r ng ng or s to e: o ust oca u ary nstruct on.Guilford Press. New York, NY.

Brand, Max.2004. Word Savvy: Integrated Vocabulary, Spelling & Word Study Grades 3-6.Strenhouse Publishers.Portland, Maine.

Division of Language Arts/Reading.2000. Wild About Words: A Teachers Desktop Vocabulary Handbook. Miami-Dade County Public Schools.

Fountas, Irene, Pinnell, Gay Su. 1998. Word Matters: Teaching Phonics and Spelling in the Reading/ WritingClassroom. Heinemann. Portsmouth, NH.

Fountas, Irene, Pinnell, Gay Su. 2001. Guiding Readers and Writers Grades 3-6: Teaching Comprehension, Genre,

and Content Literacy. Heinemann. Portsmouth, NH.

http://www.FCRR.org

http://languageartsreading.dadeschools.net

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Vocabulary by Moore Unlocking Secrets to Comprehension