Session 5

Competency 2Component # 1-013-311

Center for Professional LearningSession 5

Instructor: Carmen S. Concepcionreadingsetgo.blogspot.com

Application of Research-Based Instructional Practices

Fall 2010

Reading … Set … Go!

Psychological Profile

Share Investigative Activitywww.fcrr.orgShare lesson that addresses

phonics or word study

Age 3 Recitation of rhymesRhyming by pattern Alliteration

Age 4 Syllable counting (50% of children by age 4)

Age 5 Syllable counting (90% of children by age 5)

Age 6 Initial consonant matchingBlending 2-3 phonemesCounting phonemes (70% of children by age 6)Rhyme identificationOnset-rime division

Age 7 Blending 3 phonemesSegmentation of 3-4 phonemes (blends)Phonetic spelling Phoneme deletion

Age 8 Consonant cluster segmentationDeletion within clusters

Source: Straight Talk About Reading, Susan L. Hall and Louisa C. Moats, Ed.D

Skills mastered by …

If a doctor, lawyer, or dentist had 40 people in his office at one time, all of whom had different needs, and some of whom didn't want to be there and were causing trouble, and the doctor, lawyer, or dentist, without assistance, had to treat them all with professional excellence for nine months, then he might have some conception of the classroom teacher's job. 

~Donald D. Quinn

Vocabulary

T-Chart: Draw a t-chart on a piece of paper. With the person sitting next to you, make a list of things that you find EASY when teaching vocabulary, and things you find HARD. Things you find EASY

about teaching vocabulary

Things you find HARD about teaching vocabulary

According to research….

A student who knows a word can recognize it, understand it, and apply that understanding in combinations with other types of knowledge

The more students encounter words in MANY different contextual forms, the more they will be able to use those words

Relationship between Vocabulary and Comprehension If word meanings are taught well enough,

then students will be able comprehend the material

Usual routine.. Introduce words before reading, look up

words, write definitions, then read story Students need IN-DEPTH knowledge of

words to be able to read the words in many contexts

How to teach vocabulary Teach with a purpose

Understand vocabulary acquisition, student’s needs and abilities, and how to facilitate learning

Vocabulary words need to be used AFTER reading – during retellings, writing, oral, artistic, and dramatic experiences

Connect new words to words they already know

How well do you know this word?synesthesia

Rate yourself

1. I do not know what this word means.2. I have come across this word before.3. I have an idea of this word’s meaning,

but I need more help.4. I know what this word means.

Vocabulary Knowledge Rating

1. Pronounce. syn·es·the·sia

Find what looks familiar

2. Study examples, not definitions

3. Encourage elaboration

4. Practice

Learning New Vocabulary

Student-Friendly Examples

syn·es·the·sia1. This morning, I thought I had synesthesia.

I heard music while I was eating a banana.

2. People with synesthesia might taste sawdust when they touch velvet.

3. A person with synesthesia might see colors while listening to music.

syn·es·the·sia Do you have synesthesia if, when you eat a banana, you

(a) taste oranges or (b) hear Mozart?

A person with synethesia might ____ when he or she ____.

Encourage Elaboration

syn·es·the·siaA condition in which one type of stimulation evokes the sensation of another, as when the hearing of a sound produces the visualization of a color.

The Problem with Definitions

Practice: Definition Map

synesthesia

synesthestic

anesthesia

She has synesthesia. She hears music when she reads.

seeing sounds or hearing colors

Principles to guide Vocabulary Instruction Principle 1 – Select words that children will encounter

while reading literature and content material Principle 2 – Teach words in relation to other words Principle 3 – Teach students to relate words to their

background knowledge Principle 4 – Teach words in prereading activities to

activate knowledge and use them in postreading discussion, response, and retelling

Principle 5 – Teach words systematically and in depth Principle 6 – Awaken interest in and enthusiasm for

words

10 Most Important WordsThink about your own speaking and writing

vocabulary – how do you learn new words?Write down ways in which you learn new

words, then share with an elbow partner; revise your list if you wish.

Report out your “10 Most Important Words.”

Brainstorm DefinitionCore VocabularyExpressionListening or hearing vocabularyMeaningReading VocabularyRecognition or sight vocabularySpeaking or oral vocabularyWritten vocabularyMorphologyLexicon

What is Vocabulary?Put Reading First (2001) states that

vocabulary refers to the words we must know to communicate effectively.

Research-Based Practices in Early Reading, defines vocabulary as knowledge of words and word meaning in bothOral and print languageAnd in productive and receptive formsSpecifically vocabulary is used to refer to the

kind of words that students must know to read increasingly demanding text with comprehension.

Word walls “become a kind of visual scaffolding that provides students with a reference for words they will need for literacy activities and helps them to make the transition to more independent reading and writing.”

Mary Rycik, 2002How primary teachers are using

word walls to teach literacy strategies. Ohio Reading Teacher, Summer 2002

Teaching with Word WallsGroup words in different categories to help

students learn to read and spell words independently

Select words from a variety of sources Limit the number of words that are addedCategorize words in a variety of waysProvide many opportunities for word wall

practice

Word Walls… Interactive Student generated ABC order High frequency words Alliteration Word Wall

See It In ActionWord Walls

Your Turn Choose a word wall activity you would

implement in your classroom this week. Share with the whole group

Why did you choose this type of model?

How will the students use it?

readwritethink.orgChoose a vocabulary activity

Title of lessonGrade levelOverview

Share with class

Lesson Search

For the next class…Read A Focus on Vocabulary and

review the strategic activities from this session

Respond to the following prompts:List three things you learned today

about vocabulary instructionWhat instructional practice will you

MOST likely use in your classroom? Why?

What instructional practice would you be LEAST likely to use? Why?