Academic Vocabulary Workshopwashingtonirvingtufsd.weebly.com/uploads/1/9/5/4/1954… · Web viewStudents will identify a vocabulary word that is associated with other groups of

Academic Vocabulary Workshop

1. Vocabulary Quiz- True or False a. Review 5 vocabulary statements b. Decide whether statements are true or falsec. Discuss correct answers

2. Shift 6 Video a. Play videob. Discuss comments/questionsc. Overview of tiered vocabulary

3. Jigsaw Reading: Chapter 2 Bringing Words to Life a. Assign sections of chapter to each group

i. Grade 3- pgs 15-22ii. Grade 4- pgs. 22 (bottom)- 30

iii. Grade 5- Article # 1 iv. Specialists- Article # 2

b. Groups will summarize section on chart paperc. Groups will share information from their section

4. Grade-Level Activities: Identifying Tier Two Words for Instruction a. Each group will receive a sample passage (grade/content specific)b. Groups will read the passage oncec. Groups will underline all words they consider tier 2 d. Groups will narrow down their words to create a list of 5-10 teachable

vocabulary wordse. Discuss word choice

5. Center Rotations: Examples of Instructional Activities a. Create 7 Vocabulary centers

i. Example/Non Exampleii. Word Associations

iii. Generating Situations, Contexts, and Examplesiv. Word Relationshipsv. Writing

vi. Returning to Story Contextvii. Puzzles

b. Groups will rotate to each center and complete each sample activity c. Hand out Appendix A with more information about Instructional Activities

6. Reflection/Closurea. Whole group comes back together b. Overview of what we worked onc. Questions- next steps??

True or False????

Read the following statements about academic vocabulary. Decide with your

group whether each statement is TRUE or FALSE.

1. _____Vocabulary is learned primarily from CONTEXT

2. _____ School age children are naturally learning words, so we don’t need to worry too much about adding words to their vocabulary.

3. _____ There are just too many words to teach, so there is virtually no choice but to learn from context.

4. _____ Students can learn word meaning from dictionary definitions

5. _____ We can understand texts in which we know 75% of the words

6. ____ Students know when they don’t know words.

7. _____ Explicit teaching does not work.

CCLS Appendix A outlines a three-tier model for vocabulary

Tier 1 Words- Everyday speech- Not the focus of instruction

Tier 2 Words- Words that are far more likely to appear in written

texts than in speech- Often represent subtle or precise ways to

communicate relatively simple ideas - Found across many types of text- Are not specific to any one discipline

Tier 3 Words- Specific to a domain or field of study- Key to understanding a new concept within a text- Often explicitly defined by an author- Often heavily scaffolded in text.

Some Criteria for Identifying Tier Two Words

Importance and Utility - Words that are characteristic of mature language

users and appear frequently across a variety of domains

Instructional Potential - Words that can be worked with in a variety of

ways so that students can build rich representations of them and of their connections to other words and concepts

Conceptual Understanding - Words for which students understand the general

concept but provide precision and specificity in describing the concept.

What words would you choose?**This story is intended for 3rd or 4th grade students

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.

Example/Non-ExampleVariation 1

Whole-Group Activities: Present descriptions of situations and ask students to respond to each as to whether or not it illustrates the target word. Students should always be asked “why” they responded as they did

Teacher says: If I say something that sounds precarious, say “precarious”. If not, don’t say anything.

Walking over a rickety bridge that spans a deep canyon Exploring a new school Standing on a tall ladder on one foot Working on math homework

Teacher says: If any of the things I say are examples of places where it might be frigid, say “Brrr”. If not, don’t say anything.

Antarctica Florida Mexico New York in January

Teacher says: If any of the things I say are things that might be sleek, say “Smooth, man”. If not, don’t say anything.

Porcupine Duck Leaf Car Cactus


Independent/Small Group Activity: Students will choose which of two alternatives illustrates the target word.

Directions: Which sentence uses the word correctly? Circle that sentence.Word Example 1 Example 2

Reluctant Noreen was reluctant to cross the river

The hungry kittens were reluctant to eat

Inspecting Tony is inspecting his hair as he runs out the door

The firefighter is inspecting the ruins for hot ashes

Taut Pull the string taut to loosen the knot

Pull the string taut to tighten the knot

Untangled Ryan untangled the knots in the kite string

Amy untangled the dishes from the dishwasher

Resounded Tim leaped up and resounded the bell

Tim’s shouts resounded through the woods

Lurked The cat lurked under a tree, waiting for a bird

Elena lurked onto the shore after her swim in the lake

Surge Ben held a surge of squirming puppies on his lap

Ben felt a surge of joy when he held his new puppy

Rumpled I took out a rumpled pen and a clean sheet of paper

I unfolded the rumpled sheet of paper and pressed it flat.


Independent/Small Group Activity: Students will choose which of two target words represents a situation that is described OR decide which situation matches the vocabulary word.

Directions: Use your knowledge of the vocabulary questions to answer the questions below.

1. Would you want the people who cook the school lunch to be frugal or versatile? Why? ________________________

______________________________________________

2. If you didn’t buy a pair of shoes until you wore out the ones you had, would that be frugal or industrious? Why? _______________________________________________________

3. If you just won the lottery, would you be jubilant or melancholy? Why? _______________________________________________________________________________

4. If you were going to an assembly, would you expect to see one person or many people? __________________________

5. If my little brother was squirming at the doctor’s office, was he sitting quietly or did he move around a lot? ________________________________________________________

6. If you brought an abundance of food to a picnic, would there be not enough food, or more than enough? _________________________________________________________

Word AssociationsVariation 1

Students will read and/or listen to comments. They will decide which of their vocabulary words goes with each comment.

Directions: Read the comments below. Select a word from the word box that matches each comment.

Tedious SouvenirExtravagant Festive Pretentious Scarce

1. I spent all day coloring each tiny section of the picture ____________

2. You are so lucky that I am a part of your team. _________3. My sister gave me a special keychain from her

vacation. ___________4. I just can’t face another minute of this! ____________5. I hope we have enough food for all these people.

________6. We put up colorful decorations for the holiday. _________


Students will come up with an association (person, place, experience) to target words, and explain the connection they see. This will need to be done under teacher guidance at first.

Word Associations Reasons/ExplanationEloquent

Pervasive Computer viruses Viruses seem to be all over the place and you always have to be on the watch for them.

Fidelity

Communicate


Students will listen to (or read) a sentence that has something to do with one of their words. They will need to indicate which word it is, and revise the sentence in a way that includes the word.

Directions: Decide which word from the word box below is associated with each sentence. Then, rewrite the sentence using the vocabulary word.

Example:

Necessity Industrious GroomPried Coincidence Chatter

LoudCrowdedYelling_________

I didn’t want to answer his questions so I pretended I didn’t hear him. Which new word goes with this sentence? EvadeI didn’t want to answer his question so I evaded him.

1. Milk is something that babies have to haveWhich new word goes with this sentence? ____________________________________________________________

2. I didn’t plan to see my friend at the mall.Which new word goes with this sentence? ____________________________________________________________

3. My mother said I worked really hard when I cleaned the house.

Which new word goes with this sentence? ____________________________________________________________


Students will identify a vocabulary word that is associated with other groups of words.

Directions: Pick the word from the word box that best fits with each group of three words. Write the word on the line.

WordsChangeLanguage__________

Translate BothersomeDodging

Din Heaving Repairs

Generating Situations, Contexts, and ExamplesVariation 1 & 2

Students will apply different vocabulary words to the same situation.

Whole class questioning:

What would make a teacher say this to her class? What an industrious class you are! What a clever class you are! What a splendid class you are! What a versatile class you are!

ORStudents will apply knowledge of vocabulary words to develop situations across various contexts.

Partner/Small group questioning:

What might a clever dog learn to do when his owner comes home?

What would a splendid day for ducks look like?

EscapingQuick Diving

AnnoyingPeskyDisturbing__________

FixPatchMend __________

EarthMovingQuaking__________

How would someone who is versatile react to a change in his/her schedule?

What might an industrious person do if they had a messy room?

Generating Situations, Contexts, and ExamplesVariation 3

Students will develop comments that people might make that are associated with target words

Directions: Use your knowledge of the vocabulary words to answer the following questions:

1. What might an audience say about a splendid musician?

______________________________________________________________________________________________

2. What might a generous person say to a miser?______________________________________________________________________________________________

3. What might someone who is exuberant say about your new bike? _________________________________________________________________________________________

4. What might someone who is frugal say when looking at the price tag on a coat? _______________________________________________________________________________

5. What might an organized person say if they saw your cluttered room? _________________________________________________________________________________

Front of the card:

How might a COOK show they are…

Front of the card:

How might a MUSICIAN show they are…

Back of the card

A. VersatileB. IndustriousC. CleverD. Expert

Back of the card

A.VersatileB. IndustriousC.CleverD. Expert

Back of the card

A.VersatileB. IndustriousC.CleverD. Expert

Front of the card:

How might a BASKETBALL PLAYER show they are…


Variations within this format are great for small-group collaborative work.

Hand out an activity card to each group. They will work together to complete the assignment.

Front of the card:

CATASTROPHIC

Front of the card:

PREPOSTEROUSFront of the card:

FLEXIBLE

Front of the card:

PHILANTHROPIST

Back of the card:Describe three things that would be catastrophicBack of the card:Describe three things that would be preposterous

Back of the card:Describe three ways that a gymnast is flexible

Back of the card:Describe three things that a philanthropist might do


Variations within this format are great for small-group collaborative work.

Directions: Hand out an activity card to each group. They will work together to complete the assignment.

Front: Write the Back: Write the InstructionsVocabulary Term

Word Relationships Variation 1

Students will describe how two vocabulary words might be connected or related.

Directions: Look at the words paired below. Think of what each of the word means. Then, describe how the two vocabulary words are connected or related.

1. Conscientious/Haphazard______________________________________________________________________________________________

2. Compassionate/Advocate______________________________________________________________________________________________

3. Curious/Nuisance______________________________________________________________________________________________

4. Meticulous/Vulnerable

______________________________________________________________________________________________

5. Industrious/Versatile ______________________________________________________________________________________________


Students will work with analogies. To begin, you can develop your own analogies and leave one part for students to fill in. Eventually, students will be able to construct their own analogies (either complete or with a part missing for other students to complete.

Directions: Complete the analogies below:

1. A determined person is someone who is really set on getting something done, while a person who is wavering is……….

_______________________________________________

2. You could describe someone as morose if he always saw the bad side of things. On the other hand, you could describe someone as jovial if she….

_______________________________________________

3. A meticulous person would be very careful and thorough when completing a math problem, while a lackadaisical person would…..

_______________________________________________

4. Someone who is articulate could deliver a very powerful speech, while someone who is often mumbling might….

_______________________________________________

5. A person would be described as conscientious if they were diligent and hard-working. On the other hand, a person would be described as imprudent if they…..

_______________________________________________Word Relationships

Variation 3After students have been introduced to a number of words, encourage them to sort the words into various categories- any categories they can think of (that are logical) will do.

Directions: Sort the words below into at least two different categories. Rewrite the words on the lines below

Determined Tranquil Eerie Charming

Monotonous Meek ExoticEminent

Impatient Rustic Unique Eloquent

Category 1: Category 2: Category 3 (optional)_________ _________ __________________ _________ __________________ _________ __________________ _________ __________________ _________ __________________ _________ _________


Students will place phrases (by number) on a word line that represents a continuum and then explain their placement.

Directions: Read the statements below. Using the word line, write in how surprised you would be if the following events occurred. Record the number that matches each statement on the word line.

Example:How surprised would you be if:An impatient person waited on line for two hours to see a movie.

Least Surprised _________________#1_________Most surprised

How surprised would you be if….1. An extremely fragile plant survived in an arctic region?2. An enthusiastic teacher came to school dressed in a

pirate costume?3. A determined student gets an excellent grade?

Least Surprised __________________________Most surprised

_________________________________________________Could you handle the following situations???

1. Having to evade someone you dislike every single day2. Everyone in the class thinks your outfit is appalling3. Being vulnerable to a stomach flu4. Your best friend is suddenly reluctant to talk to you

I can handle it ___________________________________Can’t handle it! Writing

Variation 1

Provide students with sentence stems and ask them to complete them. Using this format requires students to explain “why?”

Directions: Complete each sentence to show the meaning of the underlined word.

1. When teachers dismiss the students, the students __________________________________________________________

2. If something is a patchwork of colors, it has ______________________________________________________________

3. If I squirmed in my seat, I ___________________________________________________________________________

4. If there is an abundance of oranges, there are _____________________________________________________________

5. The king was miserable because ________________________________________________________________________

6. The child was perplexed because _______________________________________________________________________

7. When we have an assembly, we go to ____________________________________________________________________

Writing Variation 2

Allow students to write more extended responses using their vocabulary words.

Sample Writing prompts:

Think of a time when you felt diligent, envious, or placid. Write about what made you feel that way.

Think of when you might need to investigate, cooperate, or be impressive. Write a paragraph to tell about it.

Think of someone you could describe as one of the following: precocious, meticulous, or tenacious. Tell what the person is like.

You can also prompt students to use several of their words in a writing assignment by providing an interesting premise and asking them to use three, four, or five of their vocabulary words in the story.

Returning to the Story Context!!!

You can incorporate your vocabulary words in your text-based questions!! Having students return to the original context in which they met the vocabulary words (the story) is a powerful way to reinforce the connection between understanding vocabulary and understanding story ideas.

Example: Ask the following questions while reading the story The Watsons go to Birmingham- 1963 (Curtis, 1995)

1. When Kenny came to read in Mr. Alum’s room, Mr. Alums said to Byron, “If, instead of trying to intimidate your younger brother, you would emulate him and try to use that mind of yours, perhaps you would find things much easier” (pg. 24). What did he mean?

a. Find examples of intimidation throughout the novel

b. Find examples of people that Kenny and Byron try to emulate.

2. In his epilogue, Christopher Paul Curtis wrote, “In the Northern, Eastern, and Western states, African Americans often faced discrimination, but it was not as extreme and pervasive as in the South (pg. 207). What did he mean?

a. Find examples of discrimination mentioned in the novel.

PuzzlesVariation 1

Provide a series of clues for a vocabulary word. Each clue should narrow the range of possible responses.

What word am I describing???

Clue # 1: A lot of people would not see this person.Clue # 2: It’s someone who just watchesClue # 3: The word has 9 letters and starts with an sThe word is ______________ (spectator)

Clue # 1: Babysitters need to beClue # 2: If someone is ______ you can count on them

Clue # 3: The word has eight letters and starts with an r.The word is ______________ (reliable)

Clue # 1: It is hard for dogs to do this with a delicious boneClue # 2: This word means to give something upClue # 3: This word has nine letters and starts with an r. The word is ______________ (relinquish)

You can do this using a worksheet OR recite the clues and have students use the word wall to locate the answer.

PuzzlesVariation 2

Create a crossword puzzle with all of the vocabulary words. You can use online websites to help with the process. www.puzzlemaker.comhttp://edhelper.com/crossword.htm

Vocabulary Activity # 1Example/Non-Example

Description: Students need to indicate which statements, descriptions, comments, or the like are instances of a given vocabulary word and which ones are not.

http://edhelper.com/crossword.htm

http://www.puzzlemaker.com/

Vocabulary Activity # 2Word Associations

Description: Students need to relate information that is presented with one of the target words

Vocabulary Activity # 3Generating Situations, Contexts, and

Examples

Description: Students are asked to generate appropriate contexts or situations for statements or questions about their words.

Vocabulary Activity # 4Word Relationships

Description: Students will think about and respond to how two words might be related

Vocabulary Activity # 5Writing

Description: Students will use vocabulary words in their writing.

Vocabulary Activity # 6Returning to the Story Context

Description: Students will return to the original context in which they met the vocabulary words. They will use their knowledge of the vocabulary words to answer text-based questions.

Vocabulary Activity # 7

Puzzles

Description: Students will complete puzzles that lead them through clues to their vocabulary words.

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