View
215
Download
0
Category
Tags:
Preview:
Citation preview
Grade 3:Vocabulary
The material in this Institute has been modified from the Florida Third Grade Teacher Academy which was based upon the original 2nd grade reading academies developed by the Texas Education Agency and the Texas Center for Reading and Language Arts.
• Copyright to the original 2nd grade academy materials is held by the Texas Education Agency.• Copyright to those portions developed by the Just Read, Florida! Office and the Florida Reading First
Professional Development Office is held by the Just Read, Florida! Office, State of Florida Department of Education.
• Copyrights of published articles and excerpts contained within the academies are held by the original publishers of the articles, and they are included with permission.
Components of Effective Reading Instruction
“. . . vocabulary is the glue that holds stories, ideas, and content together . . . making comprehension accessible for children.”
-Rupley, Logan, & Nichols, 1998/1999, p. 339
Survey of Knowledge
Four-Square Vocabulary Map
Word
(Picture can be added)
What are some examples?
What is it? What is it like?
Activity
North Carolina StandardCourse of Study
Competency Goal 1:
The learner will apply enabling strategies and skills to read and write.
1.04 Increase sight vocabulary, reading vocabulary, and writing vocabulary through:
wide reading
word study
listening
discussion
book talks
book clubs
seminars
viewing
role play
studying author’s craft
1.05 Use word reference materials (e.g., dictionary, glossary) to confirm decoding skills, verify spelling, and extend meanings of words.
Activity
What We Know From Research
Students develop vocabulary through:
wide reading explicit vocabulary instruction
reading a lot
reading different types of texts
focusing on specific words and their meanings
Planning Vocabulary Instruction
Preview the passage
List words that you predict will be challenging for your students
Prioritize these words by their importance
Before reading, select specific words to teach:
Handout 1
Explicit Vocabulary Instruction Includes . . .
Expanding word knowledge through definitions and contexts
Actively involving students
Teaching independent word-learning strategies
Expanding Word KnowledgeVocabulary Words
Definitions(what words mean)
Contexts(how words are used)
Reword definitions
Synonyms Examples
Antonyms non-examples
Create sentences or storiesusing new vocabulary
Discuss multiple meanings
Handout 2
Actively Involving StudentsHelp students make connections
Graphic Organizers
Concept-of-Definition(Word) Maps
Semantic Mapping
Content Word WallsHandouts 3 & 4
Activity
Content Word Walls
Serve as a review of key concepts and spellings of content-related words
Encourage students to use the newly-learned words in their reading, writing, and speaking across content areas
Activity
Find the Content Word Wall Planner
Work in groups of two or three
Complete one of the word walls:Decide on a content area
Choose a topic and create a word list
Include two vocabulary-building activities
Handouts 5 & 6
Activity
Engage in Lively Discussions
learn word meanings
make connections between concepts and words
Discussions of words and relatedconcepts help students:
Word Consciousness
helps students develop a deeper understanding of words
promotes an understanding of how words and concepts are related across different contexts
An awareness of and interest in words and their meanings . . .
Handout 8
Teaching IndependentWord-Learning Strategies
how to determine the meaning of words based on their context
how to look up unknown words
how to read and understand a dictionary entry
Model and help students learn . . .
Teaching IndependentWord-Learning Strategies (cont.)
how to recognize and use information about word parts to determine meaning
Model and help students learn . . .
VIDEO
8:07
Handout 9
Stop and Think About It
“Stop and Think About It: Vocabulary Development” handout
Teacher’s Edition of your reading program
Materials:
Select one of the stories in your Teacher’s Edition
Complete the chart
Directions:
Handout 10
Activity
Consider Diversity:Limited English Proficient Students
Teach new vocabulary words
Explicitly teach cognates
Teach strategies for independent word learning
Hold high expectations
Monitoring Students’ Progress:Vocabulary Knowledge
Students know words to varying degrees
Three levels of word knowledge:
Unknown
Acquainted
Established
Recommended