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Vocabulary Instruction

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Vocabulary Instruction Some ideas from: Beck, I., McKeown, M., & Kucan, L. (2002). Bringing words to life: Robust vocabulary instruction. New York: Guilford. – PowerPoint PPT presentation

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Title: Vocabulary Instruction


1
Vocabulary Instruction
  • Some ideas from
  • Beck, I., McKeown, M., Kucan, L. (2002).
    Bringing words to life Robust vocabulary
    instruction. New York Guilford.

2
What does it mean to KNOW a word?
3
What does it mean to know a word?
Word Know it well, can explain it, use it Know something about it, can relate it to a situation Have seen or heard the word Do not know the word
portend
appropriation
sycophant
tyranny
4
Conditions for learning words from context
  • Students must read widely to encounter unfamiliar
    words
  • Many students in need of vocabulary development
    dont read widely, or dont read books that
    include words with which they are unfamiliar
  • Students must have skills to infer meanings of
    words from context
  • Many students in need of vocabulary development
    are less able to derive information from context
  • Context needs to be informative of word meaning

5
The challenge
  • There are too many words to teach!
  • Students encounter so many new words in reading,
    how could we teach them all?
  • Not all words need attention
  • Not all words should be treated equally

6
Choosing words to teach
  • Tier One words Most basic words, rarely require
    instruction (cake, street, walk, jump)
  • Tier Three words Words that are low frequency,
    or are domain specific (isotope, woof,
    peninsula), probably learned best when needed in
    content

7
Tier Two words
  • High frequency words for mature language users
  • Words that would be found across a variety of
    domains
  • Words that can be worked with in a variety of
    ways so that students can build rich
    representations of them and their connections to
    other words and concepts
  • Words for which students understand the general
    concept, but would provide more precision in use
  • e.g. astonished, coincidence, absurd, scrumptious
  • Mad frustrated, angry, disturbed

8
Identifying Tier Two Words
  • Read through the text
  • Choose words you think are likely to appear in
    texts or in the talk of mature language users
  • Think about whether the students already have
    ways to express the concepts presented by the
    words

9
Identifying Tier Two Words
  • Johnny Harrington was a kind master who
    treated his servants fairly. He was also a
    successful wool merchant, and his business
    required that he travel often. In his absence,
    his servants would tend to the fields and cattle
    and maintain the upkeep of his mansion. They
    performed their duties happily, for they felt
    fortunate to have such a benevolent and trusting
    master.

10
Identifying Tier Two Words
  • Johnny Harrington was a kind master who
    treated his servants fairly. He was also a
    successful wool merchant, and his business
    required that he travel often. In his absence,
    his servants would tend to the fields and cattle
    and maintain the upkeep of his mansion. They
    performed their duties happily, for they felt
    fortunate to have such a benevolent and trusting
    master.

11
  • Tier Two Words
  • merchant
  • required
  • tend
  • performed
  • fortunate
  • Students likely
  • Explanation

12
Selecting which Tier Two words to teach
  • Which words will be most useful in helping
    students understand the story, paragraph, or
    other piece?
  • Which words are general but sophisticated words?
  • How many words can the students successfully
    handle learning in a rich way?
  • Which words will you give brief attention to, and
    which more elaborate attention?

13
Choosing words that arent there
  • Many childrens books use simple vocabulary
  • Choose related Tier Two words whose concepts fit
    with the story
  • For example, a character who is acting silly can
    be absurd, a character who is showing off can
    be trying to impress someone.

14
Words that arent there
  • Idea
  • Mmm good
  • Ate all the cookies quickly
  • Very hungry
  • Two-Tiered Word

15
Are the words too hard?
  • If the words that you use to explain the target
    word to the students are too hard, the word is
    too hard.
  • Will the students be likely to use the word in
    their day-to-day lives? If not, choose a
    different word.

16
Choosing WordsTry it Out. The Pooka of the
Allihies (An old Irish folk tale about evil
spirits)
  • Developing student-friendly definitions
  • Characterize the word and how it is typically
    used
  • Explain the meaning in everyday language

17
Characterize the Word
  • Explanation should be as particular as possible
    (When do I use this word particularly? Why do
    we have such a word?)
  • Tamper Defined as, to interfere in a secret or
    incorrect way. Could be construed as meddling.
    Does not get at the idea of messing something up
    in a sinister way.
  • Student friendly explanation to change
    something secretly so that it doesnt work
    properly or becomes harmful.

18
Explaining Meaning in Everyday Way
  • Ally Defined as, one associated with another
  • What is association?
  • Student friendly explanation somebody who does
    things with you
  • Does that characterize ally?
  • Doesnt get at main characteristic of helping in
    a common cause
  • Better student friendly explanation Someone
    who helps you in what you are trying to do,
    especially when there are other people who are
    against you.
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