A Workshop for Vocabulary Instruction resenter: Amy Benjamin analapan-Englishtown Regional Schools he slides in today’s presentation are available t www.amybenjamin.com (click on “recent presentations”) TOPICS: cabulary instruction that improves reading comprehension and writing ability
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A Workshop for Vocabulary Instruction
Presenter: Amy Benjamin
Manalapan-Englishtown Regional Schools
The slides in today’s presentation are availableat www.amybenjamin.com (click on “recent presentations”)
TOPICS:•Vocabulary instruction that improves reading comprehension and writing ability
Alternatives to vocab book: “boring”; “out of context”Vocabulary to improve reading comprehensionRelevance to students’ everyday livesRetention and use (as opposed to mem & regurge)Standardized test performance, esp. with words in isolationLearning how to learn words
Current Practice: How are weteaching vocabulary?
What words do we select to teach explicitly?
How do we teach the words? (How do we introduce them? explain them?get students to engage with them? manipulate them? reinforce them?
How do we assess our students’ vocabulary knowledge and growth?
What would be the ideal?
Best Practices in Vocabulary Instruction:
Depth of processing:
Multiple exposuresMultiple meaningsMultiple contextsMultiple forms of a word
Of Limited Value…Lists aloneContext aloneDefinitions aloneDictionaries and Glossaries alone
Of Durable Value…Words in clustersMultiple exposures in various contextsChances to speak, hear, write the wordsManipulation of forms of wordsClassify and categorize word listsWord games
Often end with:-ive-ation; sion-ate-able; ible-or-ize-ence, ance-ary
Word Components Chart I
-tract -struct -port -verse -pel
pre-
re- report
un-
a, ab- averse
sub- subtract
de-
pro- propel
ob-
con- construct
Write the words that you’ve heard of that would logically fill in the chart: (Note: Not all the blanks should be filled in.)
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Word Components Chart II
-tion -ment -able
-ible
-er, or -ence
-ance
tract- attraction contractor
port-vert-
pel-struct-
script-
cred-
spec-
duct-
Write the words that you’ve heard of that would logically fill in the chart.(Note: Not all of the blanks should be filled in.)
<Slide 14: Print as full page>
Word Components Chart II
-ject -mit,mis -grad
-gress
-plic,
-ply, -plex
-duc
-duct
pre-
re-un-
a, ab-sub-
de-
pro-
ob-
con-
Write the words that you’ve heard of that would logically fill in the chart.(Note: Not all of the blanks should be filled in.)
<Slide 14: Print as full page>
Strength Training: Vocabulary
Here are a few things you can do that will take just a few minute of class time tobuild your students’ vocabulary:
1. Analyze word prefixes and roots of key words to show how they are relatedto words that students may already know.
2. Embed the target word in a cluster of words related to the topic. 3. Introduce key words that the students will meet in their upcoming readings.4. Repeat new words in various contexts.5. Show the word. Emphasize its spelling and how it looks like related words. 6. Give students opportunities to use new words in conversation.7. If you can, make connections between new words and words in other languages.8. Give students opportunities to use new words in informal writing.9. Indulge in word games and crossword puzzles to reinforce new word.10. Give students opportunities to use non-verbal ways to express meanings
(drawing, gestures, skits, charades).
Word Components: Flip-a-Chip
Students are shown two chips having prefixes and two other chips having roots.Any combination of these chips (prefix + root) will produce a word.
Then, given a cloze paragraph, students supply the appropriate word.
Model:
Example:
PRO
RE
VOKE
DUCEFour words:reduce, revokeproduce, provoke
Mrs. Benjamin was vexed. “My students,” she declared_______ me when they are late to class. They_________one excuse after another. I want to ________ the number of lateness to class, so I’ll _______ the privilege of using the lavatory pass to any student who arrives late.” Mountain, Lee. “Flip-a-chip to Build Vocabulary.
Journal of Adolescent and Adult Literacy. 46:1. September 2002.
Word Components: Flip-a-Chip
Play: Each pair of students is given a baggie, two chips (formed from the bottom of a dixie cup) markers, and an index card.
Given a list of prefixes and roots, students come up with two prefixes and two roots that will combine to form four words with every prefix + root combination.
Students then write a paragraph on the index card, leaving blanks for the four words.
Students then put the chips and index cards (with their name on the back) on the baggie and pass along to another pair.
Prefix root
rootPrefix Contract extract
Contend extend
undo redounwind rewind
Interplay replayInterject reject
Project progressReject regress
compel, repelcomport, report
subtract, detractsubject, deject
distract, extractdispel, expel
pretend, intendprevent, invent
comply, implycomport, import
obtain detainobstruct destruct
universe inverseuniform inform
dismiss remissdistort retort
absolve resolveabject reject
prescription descriptionpreceive deceive
retract, attractretain attain
reflect deflectrenounce denounce
president residentpreview review
receive perceive retain pertain
suppose expose support export
transmit submit transcribe subscribe
commit permit complex perplex
contract attract contain attain
Typical vocabulary list of words extracted from literature: