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8/17/2019 Building Vocabulary 2nd Grade_201209291245095658
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Building Vocabulary
for
2nd Grade Students
Presented by:
Sheryl [email protected]
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Take A Card
• Please sit at the # table that corresponds to
the card you have in your hand.
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Session Objectives
• Understanding vocabulary demands in theCommon Core State Standards
• Selecting Tier 2 Academic Vocabulary
• Examining strategies for teaching vocabulary tomeet the standards
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How much do you know about the 3
tiers of vocabulary?
Use a to show your current understanding.1
Not heard of
three tiers of
vocabulary
2
Very little
knowledge of
three tiers of
vocabulary
3
Some
familiarity of
three tiers of
vocabulary
4
Know three
tiers of
vocabulary and
how to use
5
Deep
knowledge of
three tiers …
can teachothers
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Common Core Vocabulary- 2nd Grade
L.2.4 Determine or clarify the meaning of unknown and
multiple-meaning words and phrases based on
grade 2 reading and content, choosing flexibly froman array of strategies.
L.2.4.a
• Use sentence-level context as a clue to themeaning of a word or phrase.
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Common Core Vocabulary-2nd Grade
L.2.4.d• Use knowledge of the meaning of individual
words to predict the meaning of compound
words (e.g., birdhouse, lighthouse, housefly;bookshelf, notebook, bookmark).
L.2.4.e
• Use glossaries and beginning dictionaries, bothprint and digital, to determine or clarify the
meaning of words and phrases.
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Common Core Vocabulary-2nd Grade
L.2.5.a • Identify real-life connections between words and
their use (e.g., describe foods that are spicy or
juicy).
L.2.6
• Use words and phrases acquired through
conversations, reading and being read to, andresponding to texts, including using adjectives
and adverbs to describe (e.g., When other kids
are happy that makes me happy).
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Components of a Successful
Vocabulary Program• High-Quality Classroom Language
• Reading Aloud to Students
• Explicit Vocabulary Instruction
• Word-Learning Strategies
• Wide Independent Reading
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High-Quality Classroom Language
• Use high quality vocabulary in the classroom.
• Tell students the meaning of words when firstused.
– “Don’t procrastinate on your work.Procrastinate means to wait to doingsomething you should be doing.”
– Pair in the meaning of the word by usingparallel language.
“Please refrain from talking. Please don’t talk.”
COLLEGE TALK
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10
Read-Alouds
•Actively engage students during story book andinformational text reading to increasevocabulary gains.
• Ask questions that promote passagecomprehension. Retell and prediction questionsare particularly useful.
– Use a variety of responses including:• Group (choral) responses
• Partner responses
• Physical responses
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Read-Aloud Vocabulary Instruction
Instructional FocusIncidental Exposure
Example:
I don’t know what I would have done. Curiosity
might have gotten the better of me.
Explanation:
Teacher infuses a vocabulary word into a
discussion about the read-aloud.
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Read-Aloud Vocabulary Instruction
Instructional FocusEmbedded Instruction
Example:
And he’s using an oar-a stick-to move the raft[pointing to the illustration].
Explanation:
Teacher provides a synonym before the targetterm oar, pointing to the illustration.
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Read-Aloud Vocabulary Instruction
Instructional FocusFocused Instruction
Example:
Let’s get set means let’s get ready [elicits
examples of things students get ready for].
Explanation:
Teacher leads a discussion on what it means to,
get set including getting set for school and
party.
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Explicit Vocabulary Instruction
• Vocabulary activities specifically designed toteach new words
• Explicit vocabulary strategies
–Use informational and narrative texts
– Promote thinking and extend discourse
– Encourage use of novel words
– Provide access to print
– Examine word relationships
– Teach word parts
– Use graphic organizers
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Successful Vocabulary Instruction
A successful approach to vocabulary instruction
involves directly explaining the meanings of
words along with thought-provoking, playful and
interactive follow-up.
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Common Core
and
Three Tiersof
Vocabulary
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Three Tiers of Words
Tier One
Tier Two
Tier Three
High
Frequency
Words
Academic
Vocabulary
Domain-specific
Vocabulary
18
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Three Tiers of Vocabulary
• Tier 1- Everyday Words (implicit)
– Used in everyday speech*
chair, bed, happy, house
(Beck & McKeown, 1985)
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Three Tiers of Vocabulary
Tier Two = Academic Vocabulary• Words in general use, not content specific
• Appear far more in written texts than in speech
– concentrate, absurd, fortunate, relieved,dignity, convenient, observation, persistence
++describe, detail, example
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Three Tiers of Vocabulary
Tier Three- Domain-Specific Words• Words related to a specific content or field of
study
– triangle, stem, addition, syllable
– tundra, igneous, triangle, perpendicular,
democracy
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Explicit Vocabulary Instruction
Sources of Words• Sources of words for vocabulary instruction
– WORDS from read-aloud books
– WORDS from core reading programs
– WORDS from reading intervention programs – WORDS from content area instruction and texts
• Math
• Science
• Social studies
• Health
• Art, PE, music, etc.
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Explicit Vocabulary Instruction-
Selection of Vocabulary
Select words that :
• are likely unfamiliar
•
are critical to passage understanding.• students are likely to encounter in the future
and are generally useful.
• are Tier Two words (Academic Vocabulary)
• are easily explained to children at their level
(Beck & McKeown, 2003)
(Stahl, 1986)
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Explicit Vocabulary Instruction
Selection of Vocabulary
• “Goldilocks Words”
– Not too difficult
–
Not too easy – Just right
(Stahl & Stahl, 2004)
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Tier 1 Tier 2 Tier 3
Description Basic words
that most
children know
before entering
school
Words that
appear
frequently in
texts and for
which students
already have
conceptual
understanding
Uncommon
words that
are typically
associated
with a
specific
domain or
content area
Examples clock, baby,
happy
coincidence,
fortunate,
insist, adapt
chrysalis,
peninsula,
decimal
(Beck, McKeown, Kucan, 2002)
Selection Criteria
for Instructional Vocabulary
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How do I determine that a word is TIER 2?Word Is this a
generallyuseful word?
Does the
word relateto other
words and
ideas that
students
know or havebeen
learning?
Is the word
useful inhelping
students
understand
text?
If you answer
yes to allthree
questions, it
is a tier 2
word. If not,
it is probablya tier 3 word.
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Your Turn-Selecting Tier 2 Words
• In partners at your table, choose one of thetexts you have brought to work with for today.
• Identify (4 )Tier 2 words you would teach your
students.• Use the selection criteria to help guide you
through this process.
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What Strategies Would You Use to
Teach Your Selected Words?
Fold the Line
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“Let’s Take a Look...” “She’s just too much of a distraction and I’ve been
getting calls from the other parents. They’re afraidthose stripes may be contagious.”
A Bad Case
of Stripes by David
Shannon
contagiousdistraction
remedies
vanished
altered
perplexed
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Sequenced Vocabulary Instruction
1. First, contextualize the word for its use in the story that you arereading.
“She’s just too much of a distraction and I’ve been getting calls from the other parents. They’re afraid those stripes may becontagious.”
2. Next, ask the children to repeat the word so that they can createa phonological representation of the word.
– “Say contagious with me.” (clap it out)
3. Next, explain the student friendly meaning of the word.
– “Contagious means an illness that can spread to other people.”
4. Provide examples in contexts other than the one used in thestory.
– “The surgeon scrubbed his hands to prevent the spread of
contagious germs.”
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Providing Student-Friendly Definitions
Providing student-friendly definitions—ones that are
accurate and that students will understand—is no mean
task. Below is a definition of dazzling from the dictionary
and a student-friendly definition. Beck, McKeown, and Kucan (2003).
“bright enough to deprive someone of sight
temporarily”
“If something is dazzling, that means that it’s so bright
that you can hardly look at it.”
Cobuild
31
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5.Have students interact with the word… “Could you be contagious if you went to work with strep
throat?6. If I say something about which you would be “contagious”, say
“contagious”… Going on vacation
Pink eye
Riding a bike
Head lice
Getting a haircutMowing the lawn
7. Complete this sentence…“I would be contagious if I …”
8. Conclude with having students see the word and say the
word…
What is our word that means “an illness that can be spread toother people?’
–contagious
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Let’s practice identifying Tier 2 words
TASK:
• Partner into A and B.
• Each partner will choose one word each from theirlist.
• Then take turns providing a student-friendlydefinition for your word.
• Look at the Tier 2 vocabulary activities to reinforce
words learned.
THIS TAKES PRACTICE and TIME
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Tier 2 Extensions
Way to Reinforce Vocabulary Learning
Morning Message Word TalliesOur
Words
# of
Times
We Have
Heard
Word
reluctant IIII
drowsy III
loyal IIII
Word Wall
Word
Jar
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Making Vocabulary Active
TPR- Total Physical Response
• recognizes the value of language being
associated with physical responses
• grammar-based view of language that focuses on
meaning, not form
• evidence-based strategy for English Language
Learners
strong
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Teaching Word Meaning from
Context Clues
Students should understand…
• sometimes a word is defined, but most often
there are clues as to a word’s meaning
• clues can come from words, phrases or
illustrations
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Teaching Word Meaning from
Context Clues
Students should understand… • clues can come before or after the unknown word
• sometimes there is more than one clue
• usually most useful clues are usually found in thesame sentence.
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Sentence Level Context
Use a sentence-level
context as a clue to
the meaning of a
word or phrase!
• Word Filler
• Word Express
• Silly Words
• Word Why
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Word Filler
• On sentence strips, write sentences, putting a blankline for the target words.
• Write the missing target words from the sentences
on index cards.• Take turns, reading the sentences, and saying he
“blank” for the missing word.
• Select the correct word for the blank and read the
sentence.
• If the selected word does not make sense, chooseanother word until the correct word is found.
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Let’s Try It!
• Danny was ________ about his new roller
blades.
• Anna’s puppy is always _____ in the morning.
• Some people are ____ when they first meet
new people.
• The principal _________ the winner of the
poster contest.
• Pam _______ the balloon by the string so she
wouldn’t lose it.
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Using “Silly” Words
• Use sentences containing a nonsense “silly” word.
• Have students identify the “silly” word in the
sentence.
• Teach students how to look for clues in the
sentence to help guess what a word might mean.
• Have students brainstorm some reasonable
answers to the word.
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Silly Words!
Silly Word Could Mean… Clues
framis
humdoodler
floob
booper
dowaddlefrappers
gloop
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Word Why?
• Create question cards that embed the targetwords.
• Pose the question to students.
•Have them answer with YES or NO.
• Have students explain WHY.
Would you be drowsy if you were playing soccer?Yes or No
Why?
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Real-Life Connection
Identify Topic, Categories, List & Describe 1. FOODS
• Sweet
• Spicy
• Salty
2. COMMUNITY
• Work
• Play
3. SPORTS
• Indoor or Outdoor
• Use a ball-Don’t use
a ball
4. PLACES AT SCHOOL
• Quiet
• Noisy
5. PEOPLE WHO
ARE..
• Friendly• Helpful
6. ANIMALS
• Those that can
be pets• Those that
cannot be pets
7. COMMUNITY
• Safe
• Healthy• Feed
8. TRANSPORTATION
• On land
• In the air• On the water
9. THINGS YOU
CAN-CANNOT EAT
10. PLACES THAT
ARE COZY
11. THINGS THAT ARE
COLORFUL
12. ITEMS THAT ARE
BREAKABLE
13. SIGNS OF … • Fall
• Winter
• Spring
• Summer
14. THINGS PEOPLEDO AS A JOB
15. WHAT MAKES AFRIEND
16. YOU NAME IT!
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Categorizing/Sorting
List-Group-Label for Young Childrenhttp://www.youtube.com/watch?v=K731qicwYcY
&feature=relmfu 2nd Grade
•
Identify topic• Provide or have students generate words related to
topic or use picture cards that relate to topic
• Sort picture cards into group
• Label the name for each category
http://www.youtube.com/watch?v=K731qicwYcY&feature=relmfuhttp://www.youtube.com/watch?v=K731qicwYcY&feature=relmfuhttp://www.youtube.com/watch?v=K731qicwYcY&feature=relmfuhttp://www.youtube.com/watch?v=K731qicwYcY&feature=relmfuhttp://www.youtube.com/watch?v=K731qicwYcY&feature=relmfu
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Compound Words
•
Compound Word Pictionary• Compound Word Detective
• I Have, Who Has?
• Compound Word Partners
• Compound Words/Adjectives Sort
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Compound Word Pictionary
• Draw each word part and have students guess
the compound word!
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Compound Word Pictionary
• Draw each word part and have students guess
the compound word!
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Compound Word Pictionary
• Draw each word part and have students guess
the compound word!
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Your Turn
• Take a index card.
• Each person at your table will choose an
compound word to create a “Pictionary”
activity.
• Share in your groups.
• You will have 3 minutes to complete this
activity.
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Compound Word Detective
Have students identify
compound words from
text they are listening to
or reading .
Create compound word
walls, word lists, etc.
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How Many
Stars in the
Sky
by
Lenny Hort
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I Have, Who Has?
Let’s play a compound word card game!
• I have given several people a card for his
game.
• If you do not have a card, please listen
carefully for how this game is played.
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Introducing Adverbs
Mini-Lessons
• An adverb can describe how an action happens.
Example: John quickly read the story.
How did John read the story?
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Introducing Adverbs
Mini-Lessons
• An adverb can describe when an action happens.
Example: We went to school yesterday.
When did we go to school? Yesterday
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Introducing Adverbs
Mini-Lessons
• An adverb can describe where an action happens.
Example: He put his shoes here.
Where did he put his shoes? Here.
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Adverb Actors
• Choose a key verb (walk)
• Have students act out the “adverb”
appropriate for the description given in the
sentence.
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Adverbs Can Tell How
If …………………….………..How
If…. How? Adverb
a baby was sleeping How would you talk?
you were late to school How would you walk?you had a glass bowl How would you carry it?
the band was at a
football game
How would they play?
you loved had a puppy How would you pet it?
had a good friend How would you treat them?
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Adjective and Adverb Sort
• Research-based strategy that helps students
identify the difference between using
adjectives and adverbs.
hungry hungrily soft softly
angry angrily quiet quietly
quick quickly loud loudly
easy easily eager eagerly
correct correctly happy happily
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Semantic Feature Analysis
The purpose of this activity is to guide students in analyzing themeanings of specific words while integrating the meanings of newwords into their vocabularies.
1. Select a category that relates to a topic to be studied or areading selection. Select key words related to the topic.
2. Make a chart with a topic heading at the top, key words listeddown the side, and columns across the page. Head some ofthe columns with terms that represent features shared bysome of the words.
3. Have the students place a plus or minus sign in each columnacross from each word, depending on whether or not theword has the feature heading the column. A question markmay be used if the student does not know.
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Semantic Feature Analysis
How much do you know NOW about the
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How much do you know NOW about the
3 tiers of vocabulary?
Use a to show your current understanding.1
Not heard of
three tiers of
vocabulary
2
Very little
knowledge of
three tiers of
vocabulary
3
Some
familiarity of
three tiers of
vocabulary
4
Know three
tiers of
vocabulary and
how to use
5
Deep
knowledge of
three tiers …
can teachothers
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3-2-1
List 3 Things You Learned:
List 2 Things You Will Try:
List 1 Question You Have:
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Resources
• www.fcrr.org Student Center Activities
• http://www.vocabulary.co.il/compound-
words/primary/general-compound-word-
match/ Computer game-compound words
http://www.fcrr.org/http://www.vocabulary.co.il/compound-words/primary/general-compound-word-match/http://www.vocabulary.co.il/compound-words/primary/general-compound-word-match/http://www.vocabulary.co.il/compound-words/primary/general-compound-word-match/http://www.vocabulary.co.il/compound-words/primary/general-compound-word-match/http://www.vocabulary.co.il/compound-words/primary/general-compound-word-match/http://www.vocabulary.co.il/compound-words/primary/general-compound-word-match/http://www.vocabulary.co.il/compound-words/primary/general-compound-word-match/http://www.vocabulary.co.il/compound-words/primary/general-compound-word-match/http://www.vocabulary.co.il/compound-words/primary/general-compound-word-match/http://www.vocabulary.co.il/compound-words/primary/general-compound-word-match/http://www.vocabulary.co.il/compound-words/primary/general-compound-word-match/http://www.vocabulary.co.il/compound-words/primary/general-compound-word-match/http://www.vocabulary.co.il/compound-words/primary/general-compound-word-match/http://www.fcrr.org/