Vocabulary Part II Linda Pearce Literacy Consultant Ohio Valley Educational Cooperative...

VocabularyPart II

Linda PearceLiteracy Consultant

Ohio Valley Educational Cooperativelpearce@ovec.org

Welcome Back!

• How has what you learned about vocabulary instruction changed how you select vocabulary words?

• Have you tried to make a conscious effort to select Tier II words for instruction?

Specific Word Instruction should

focus on words that are …

• Contextualized in literature• Important to the text• Useful in many situations

Vocabulary instruction should provide…

• “rich” in depth knowledge of word meanings—not just repeated definitions

• clear explanations in various contexts

• multiple exposures—in more than one context

• opportunities to engage students actively in deep processing

Let’s look at some new ways

to actively engage students

Active Engagement with Words

• Questions • Jake thought it would be fun to explore the interior of Alaska.

• Why might you want to spend time in the interior of your state?

Target word: interior

Active Engagement with Words

• Example or Non-example

• Which one of these two sentences tells about the interior of Oregon?– On their vacation, the

family visited a lake in central Oregon.

– On their vacation, the family visited the beaches and coast of Oregon.

Target word: interior

Active Engagement with Words

• Finish the idea

• Have you ever…?

• After a trip to the coast, we headed to the interior of the country because_________.

• Can you describe a place you know about that is located in the interior of your state?

Target word: interior

Active Engagement with Words

• Choices • If what I say could be in the interior of a big island, say “center”. If not don’t say anything.– A mountain– An ocean beach– A lighthouse– A small town

Target word: interior

Tools for Teaching

Rate Your KnowledgeFrayer Model

Wordstorming A-ZSemantic Impressions

CinquainA Three-Way Tie

Word Sort

Let’s watch a video

Marzano’s Six Steps to Effective Vocabulary

Instruction1. Teacher provides description, explanation, or

example of new term2. Students relate explanation of the term in their own

words3. Students create nonlinguistic representation of term4. Students periodically do activities that help them

add to their knowledge of vocabulary terms5. Periodically, students are asked to discuss terms

with one another6. Periodically, students are involved in games that

allow them to play with the terms

A Wreath for Emmett TillBy Marilyn Nelson

Tools for Teaching

Rate Your KnowledgeFrayer Model

Wordstorming A-ZSemantic Impressions

CinquainA Three-Way Tie

Word Sort

Semantic Impressions

• Choose between 5 and 20 words.

• List the words in the order you want them to appear in the story.

• Go over the meaning of each word.

• Instruct students to write a story.

Cinquain A five-line poem

used to define a term:

• noun• two adjectives• three action verbs• four-word

sentence or phrase• ending word

Coal

black and shiny

smolder, burn, pollute

A source of energy.

limited

Let’s watch a video on…

CinquainsThen, write in your journal how you would use this in your classroom.

A Three-Way Tie

• Select three words.• Arrange them in a triangle.• Connect the words with lines.• Explain the relationship by

writing along the lines.

3 Dimensional Shapes

Line SegmentsAngles

contain

are composed of

are connected by

Application

1. Semantic Impressions2. Cinquain Poem3. A Three-Way Tie

Tools for TeachingRate Your Knowledge

Frayer ModelWordstorming A-Z

Semantic ImpressionsCinquain

A Three-Way TieWord Sort

Word Sorts

• Engage students in active process of searching, comparing, contrasting, and analyzing

• Help students organize what they know about words to form generalizations

• Allow students to apply generalizations to new words they encounter

Word Sort Activity

Develop a Plan for Vocabulary Instruction

• Engage students in wide reading• Provide direct instruction• Assure both verbal and

nonlinguistic representation• Encourage elaboration and

refinement

Thanks for joining us today!

Good luck with these strategies in your classroom. If you need any help, please don’t

hesitate to e-mail me at:

lpearce@ovec.org