ADVENTURES IN VOCABULARY
SEEK
EXPERIENCE
EXPLORE2011 ABE Summer Institute Presenters:Sue HenkelLynn LarsonDiane PoquetteKatie Wolverton-Maki
ADVENTURES IN VOCABULARY
Welcome• Introductions
Restrooms
• Timeline
Objectives
Objectives• Lead vocabulary instruction utilizing
a variety of methods
• Expand students’ vocabulary knowledge and word relationships
• Create a vocabulary routine within your classroom
Think-Pair-Share
• What advice would you give to a new teacher as he/she begins to address vocabulary instruction in their classroom?
1. … Parking Lot
2. …3. …
Experts in Vocabulary Instruction
• Dr. Janet Allen• Dr. Camille L. Z. Blachowicz• Dr. Mary E. Curtis• Dr. Kathy Ganske• Laurie Kagan & Dr. Spencer Kagan• Dr. Robert Marzano
Dr. Janet AllenWords, Words, Words…
Renowned expert in vocabulary strategies:– Activate prior knowledge– Make learning meaningful and lasting– Build concept knowledge– Use structural analysis– Utilize words in context
Best Practices in Vocabulary Instruction by Dr. Camille L.Z. Blachowicz
Vocabulary learning takes place when students are:
1. Immersed in words2. Active in discovering ways in which words are related to
experiences and related to one another3. Able to personalize word learning4. Learning vocabulary from multiple sources of
information5. Able to gain control over their own learning6. Able to develop independent strategies
Dr. Mary E. Curtis
• Student Achievement in Reading (STAR) for intermediate adult basic education students
• Reading Is FAME: Diagnosis and remediation of at-risk students’ reading skills, Boys Town Reading Center
Dr. Kathy Ganske
• Researcher of word learning and comprehension, teacher preparation and effectiveness, and student achievement in literacy instruction
• Assessment-driven vocabulary instruction• Author and coauthor of several books
(Word Sorts)
Laurie Kagan & Dr. Spencer KaganResearchers of Cooperative Learning
1. Think-Pair-Share2. Four Corners3. Post-It Parking Lot4. Entry/Exit Ticket
Dr. Robert Marzano• Best Practices for the K-12 Classroom• Research supports that knowledge is
stored in two forms: a linguistic form and an imagery form
• Engage students in the creation (making connections)
• Routine and structure are important
According to Cook Counseling Center at Virginia Tech
• K-1 Children know between 5,000 to 10,000 words (depending on the exposure to language and early literacy)
• By grade 6, that number has doubled to 20,000 to 30,000
• By grade 12, that number has doubled again to about 60, 000
• The average college sophomore knows about 120,000 words
Explicit Instruction• Explain what you will be doing and why you are doing it
• Model it• Provide multiple opportunities for
guided practice and feedback• Provide multiple opportunities for
application• Revisit & reflect often*
Tier 1-2-3 Words• Tier 1 – Basic Vocabulary– pencil, map, book, sad, blue
• Tier 2 – High Frequency/Multiple Meaning Vocabulary– evaluate, various, compare, estimate
• Tier 3 – Low Frequency, Content-Specific Vocabulary– photosynthesis, anarchy, mitosis, veto
(Averil Coxhead, 2000)
Ways to Introduce VocabularyFrayer Model
Word Rating Chart
Word Questioning
Chart
Context and Connection
Chart
Concept Map
Learning Activities
Wordo
Vocabulary Ring
Word Sort
Word Poster or Picture
Graphic Organizers
Spelling Sudokus
Crossword Puzzles
Make and Take• Word Cube
• Flip Book
• Taboo Card
• Exit Ticket
What Does it Mean to Own a Word?
• Word Schema: A network of knowledge related to a word.
Own It
Understand-ing of the root
word
Connections to similar-meaning
words
What the word means
Vocabulary Assessment Activities
I have…Who has…?
Knowledge is gained largely through words!
• EXPLICIT INSTRUCTION• STUDENT ENGAGEMENT• MULTIPLE OPPORTUNITIES• REFLECTION & REVIEW• ROUTINE, ROUTINE, ROUTINE• READ & WRITE REGULARLY
E-ResourcesEducationoasis.com
Kaganonline.com
Mathwire.com Ncsall.net (National Center for the Study of Adult Learning and Literacy)
Ncsall.net (National Center for the Study of Adult Learning)
Quizlet.com ReadingResource.net
Readwritethink.com Edhelper.com
Sparklebox.co.ukSuperduperinc.com SuperTeacherWorksheets.comVisuword.com
Vocabulary.com
VocabularyCoach.com
Vuw.ac.nz
Allen, J. (1999) Words, words, words: teaching vocabulary in grades 4-12. Portland, ME: Stenhouse Publishers. www.janetallen.org Blachowicz, C. L. Best practices in vocabulary instruction. Scott Foresman Publishing. www.sfreading.com
Coxhead, A. (2000) "A new academic word list." TESOL Quarterly, 34(2), 213-238.
Curtis, M. E. and Longo, A. M. (May 1997) “Reversing reading failure in young adults.” Focus on Basics Connecting Research and Practice, Volume 1, Issue B. www.ncsall.net/?id=466
Ganske, J. (2000) Word journeys: assessment-guided phonics, spelling, and vocabulary instruction. New York, NY: The Guilford Press.
Kagan, S. (1994) Cooperative Learning. SanClemente, CA: Kagan Publishing. www.KaganOnline.com
Marzano, R. J., Pickering, D. J. (2005). Building academic vocabulary for student achievement: Teacher’s manual. Alexandria, VA: Association for Supervision and Curriculum Development. www.MarzanoResearch.com
One forgets words as one forgets names. One's vocabulary needs constant
fertilizing or it will die.
Evelyn Waugh
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