words count
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Words Count. Teaching Vocabulary for Meaning. What I saw…. Lots of Text. Our wiki. www.literacytcs.wikispaces.com Welcome to our wiki: Literacy for The Columbus School! "The biggest risk in education is not taking one." Seymour Sarason. - PowerPoint PPT PresentationTRANSCRIPT
WORDS COUNTTeaching Vocabulary for Meaning
WHAT I SAW….
LOTS OF TEXT
OUR WIKI
www.literacytcs.wikispaces.com
Welcome to our wiki: Literacy for The Columbus School!
"The biggest risk in education is not taking one."Seymour Sarason
“Her vocabulary was as bad as, like, whatever.” -- Blippitt
FACT OR FICTION?
An effective strategy for developing vocabulary skills is having students look words up in the dictionary and write sentences.
An effective strategy for developing vocabulary is playing vocabulary games with students.
If students have poor vocabularies, it’s important that they have long lists of words to memorize.
Vocabulary is a result of wide reading.
ASSIGN, DEFINE, TEST
APPEAL
• Dictionary definition: attractiveness that interests or pleases or stimulates.
APPEAL
• Dictionary definition: attractiveness that interests or pleases or stimulates.
• Student sentence: Shawna appeal to me from her good looks.
AND YOU?
5 PRINCIPLES
Vocabulary instruction matters! Growing vocabulary is a complex
process. So many words, so little time. Effective vocabulary instruction moves
beyond the dictionary. Teach towards student independence.
VOCABULARY INSTRUCTION MATTERS!
“Vocabulary knowledge is the building block of all learning.”
Rick VanDeWeghe
STUDY OF COLLEGE FRESHMEN
ONLY variable that counted
Students with weaker vocabulary Fail to question text Fail to recognize loss
of meaning
EVEN 5% MATTERS Never mind that the song contends you can’t
rhummi love – science says you don’t actually jeentedo to. It takes all of a fifth of a second for that truly, madly, deeply gigeieff to register, says a new report. That’s faster than your average resting heartbeat.
Given the heart’s popular role in ecmanromd, it
may be a surprise that falling and being in love are actually more of a cerebral upheaval. Philtery into the wonders of passion has found that a concert of chemicals act on about a dozen parts of the brain all told to create that intense rush experienced as reboth.
LEVELS OF TEXT
Independent level: 98-100% Instructional level: 95 – 97% Frustration level: below 95%
PRINCIPLE 2
Growing vocabulary is a complex process.
RIGHT
I insist on the right to rebut his argument.
She held it in her right hand. Right the boat, please. Right now! She went right to the end of the road. He is a card-carrying member of the
far right.
What does it mean to “own” a word?
INCIDENTAL LEARNING
ACHIEVEMENT % MINUTES OF READING/
DAY
WORDS/YEAR
90th 40.4 2,357,000
50th 12.9 601,00010th 1.6 51,000
Adapted from Anderson, Wilson and Fielding from Allington
RICHARD ALLINGTON
All students need to engage in lots of reading every school day. Most of this reading should be self-selected reading. Skip the worksheets, skip the low level interrogations, and provide the time to read and the books that kids want to read and can read. While the kids are reading, move about the room and engage readers in literate conversations about what they are reading. Literate conversation focus on thoughtful dialogue about the characters, the plot, and the responses the reader is having as he/she reads.
RULE OF THUMB
Ideal: read 30 – 50 books a year (approx. 1 book a week)
Most books should be “easy” reads An easy read: 1 page/minute
If your students are not very adept at selecting books they can read and want to read it may simply indicate that they are relatively unpracticed at this activity. So help them by blessing 3 or 4 books every day. Blessing books is easy. Just hold up the book and tell the readers something about the book. Perhaps read a page or two aloud to allow them to hear what the book sounds like.
BUT IT’S NOT ENOUGH
Intentional
GOAL
Own the word
MULTIPLE EXPOSURES
WIKI
How well do I know these terms?
Literacytcs.wikispaces.com
“Ultimately, academic vocabulary development is as much about problem solving as it is about acquisition.”
PRINCIPLE 3
So many words, so little time.
TIER 1 WORDS
General words Commonplace Often learned in the process of living
TIER 2
Specialized Different meanings based on context High frequency Often can be defined with other words
Function
Chaos
Appeal
Plot
Organic
TIER 3
Specialized Technical Infrequently used
Blepharospasm
Deus ex machina???HEGEMONY
Cyclical alophatic
hexene
KEEP THE LIST NARROW
8 – 10 maximum/week
QUESTIONS TO ASK IN SELECTION
Is this word critical for understanding key concepts?
Will this word help students build a rich representation or develop a more precise understanding of the concepts under study?
Does it appear in a variety of domains? Will it be used throughout the year? Will the
word be used in student writing?
By the late Middle Ages, England’s feudal lords had lost much of their power to the its king. The new class of townspeople supported a strong king. A single system of laws and courts and a larger army of soldiers helped strengthen the king. In addition, as the country prospered, more taxes were paid to the king.
FAMILIARITY PRINCIPLE
Word family? Common features or patterns
Word, wordy
Family, familiarity
COGNATES
Cognatus – blood relativeNight/nuitApotik/apothecaryParkir/parking lotTaksi/taxi
MORPHOLOGY
60% of academic words can be taught morphologically
collaborate
colleague
collate
cohere
YOUR TURN
Look through your text and select a few words to teach: Useful Important Transferrable Familiarity
PRINCIPLE 4
Effective vocabulary instruction moves beyond the dictionary.
"Vocabulary knowledge is knowledge; the knowledge of a word not only implies a definition, but also implies how that word fits into the world." Steven Stahl
3 PRINCIPLES
Integration—connecting new vocabulary to prior knowledge
Repetition—encountering/using the word/concept many times
Meaningful use—multiple opportunities to use new words in reading, writing and soon discussion.
MCREL’S 6 STEP PROCESS
1. Teacher explains the term.2. Students restate.3. Students create a nonlinguistic
representation.4. Students engage with the word(s).5. Students use the terms in discussion.6. Class plays games with the terms.
YOUR TURN
Select one of these words: Tier 1 Tier 2 Incidental Morphology Cognate Word family
Term: Your understanding: 1 2 3 4
Your definition Draw it
WIKI CHECK-IN FOR STEP 4 (ENGAGEMENT)
What are some activities that you could use to have students engage in the word?
STEP 5
Talk! Create word maps Collaborate on a semantic feature analysis Seminars Talk a Mile a Minute
TALK A MILE A MINUTE
Pair up with someone who selected a word other than yours. (Tier 1, Tier 2, etc.)
Meet with another pair. Talker 1: get the other team to say your two
words but do not use the words or exact definitions.
Other team tries to guess words.
STEP 6
Jeopardy Wordo Balderdash Charades And…
PRINCIPLE 5
Teach towards student independence.
SCIENCE WORD WALL
VOCABULARY NOTEBOOKS
Collect new words 2009
Acai Carbon footprint Flash mob
THINK ALOUD
Show them how you figure out words Groups think aloud
MORPHOLOGY/WORD
60% of academic words can be taught morphologically (prefix, root, affix)
FLOCCINAUCCINIHILIPILIFICATION
Estonian scholars, who searched for as many Latin words meaning “nothing” or “not very much as possible”:
flocci (means “a little bit,” but literally it means “a bit of wool”),
nauci (means very little), nihili (means “nothing”), pili (means “very little”); fused them together, and then added the suffix “fication” on the
end, to give the sense of an action.
WORD FAMILIES
60% of multisybllical words can be inferred by studying word parts
Teach them to chunk words (break down in smaller parts)
WORD TREES
AND SHOW THEM YOUR JOY IN WORDS!