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Citrus County Schools, Florida 1
Citrus County Schools, Florida 2
Literacy Literacy is…is…ListeningViewing
SpeakingThinkingReadingWriting
Expressing through multiple symbol
systemsTaylor
Citrus County Schools, Florida 3
Daily Non-NegotiablesDaily Non-NegotiablesMaintain a print-rich/literacy-rich
environment
Use the seven processes of literacy
Read to and with students
Teach, model, and practice strategies of expert readers and writers
Provide independent reading with accountability
Instruct phonics & phonemic awareness for K-1, and for others who have not
reached mastery.
Citrus County Schools, Florida 4
ObjectivesObjectivesExamine important research on
vocabulary growth.
Utilize strategies to promote vocabulary growth.
Understand vocabulary growth as an interactive process.
Citrus County Schools, Florida 5
ActivityActivity
Survey of KnowledgeSurvey of Knowledge
Word or Concept
What is it
Examples Non-examples
Concept of Definition Chart
Citrus County Schools, Florida 6
Vocabulary definedVocabulary defined
Words we must know to communicate effectively
All the words of a language; all the words known or used by a person.
Citrus County Schools, Florida 7
Why Teach Vocabulary Why Teach Vocabulary
Vocabulary knowledge is related to reading comprehension.
If the meaning is not recognized, comprehension will be impaired
If a word is not recognized automatically, comprehension may be affected.
Knowledge of a word’s meaning facilitates accurate word recognition.
Citrus County Schools, Florida 8
Vocabulary ResearchVocabulary Research
Practical Differences
Children enter school with a listening vocabulary ranging between 2500 to 5000.
First graders from higher SES groups know twice as many words as lower SES children (Grater & Slater, 1987).
College entrants need about 11 to 14,000 root words (meter in thermometer or centimeter).
Citrus County Schools, Florida 9
Research cont.Research cont.Closing the Vocabulary Gap
In 1st and 2nd grade, children need to learn 800+ words per year, about 2 per day.
Children need to learn 2,000 to 3,000 new words each year from 3rd grade onward, about 6-8 per day.
Children need to encounter a word about 12 times before they know it well enough to improve their comprehension.
To keep up a child needs to learn at a rate of 2000-3000 words per year. To close the gap, they need to exceed that.Biemiller: Nagy & Anderson
Citrus County Schools, Florida 10
Improving VocabularyImproving VocabularyFour StrategiesFour Strategies
Provide opportunities for:Strategy 1
Wide Independent Reading
Strategy 2
Multiple Exposure to a Word
Strategy 3
Explicit Instruction in Word Analysis
Strategy 4
Building Academic Vocabulary
Citrus County Schools, Florida 11
Strategy 1 Strategy 1 Wide Independent ReadingWide Independent Reading
Think-Pair-ShareBrainstorm ways to encourage wide reading.
Citrus County Schools, Florida 12
Wide Independent Reading cont.Wide Independent Reading cont.
Daily ReadingDaily ReadingPercentile Rank on
TestMinutes of text read per day
Estimated number of words read per
year
989070502010
90.740.421.712.93.11.6
4,733,0002,357,0001,168,000601,000134,00051,000
Torgeson-FCRR
Citrus County Schools, Florida 13
Wide Independent Reading cont.Wide Independent Reading cont.
By reading often (reading volume influences differences in children’s vocabulary)
At the right level of difficulty
In sufficient amounts
With sufficient motivation to pursue understanding
Citrus County Schools, Florida 14
Wide Independent Reading cont.Wide Independent Reading cont.
Highlights from
Suggestion for Promoting Wide ReadingSuggestion for Promoting Wide Reading
handout from Just Read! Academy.
Citrus County Schools, Florida 15
Strategy 2Strategy 2Multiple Exposure To a WordMultiple Exposure To a Word
Wide and deep encounters with new words to build a rich understanding of the words.
Teach a few words well rather than give students a long list of words with superficial understanding.
They forget these words after the
test!
Citrus County Schools, Florida 16
Multiple Exposure To a Word Multiple Exposure To a Word cont.cont.
Strategies
Activate Prior Knowledge
Make Connections
Word Relationships
Synonyms/Antonyms
Analogies
Word parts (root/prefix/suffix)
Word Walls
Multiple genres (fiction/nonfiction)
Graphic Organizers Vocabulary squares Worldly words Linear arrays Concept of Definition
map
Citrus County Schools, Florida 17
Strategy 3Strategy 3 Explicit Instruction Explicit Instruction
in Word Analysisin Word Analysis
Value of Word Analysis:Supports ESOL/diverse learners.
Is an active learning technique.
Teaches students to use resources.
Strengthens word attack skills.
Citrus County Schools, Florida 18
Most Common PrefixesMost Common PrefixesRank Prefix %
1 Un(not, opposite of)
26
2 Re(again)
14
3 In, im, ir,il(not)
11
These three prefixes account for over 50% of the prefixes found in words.
Teaching Phonics & Word Study, Blevins
Carroll, Davies, & Richmond, 1971
Citrus County Schools, Florida 19
Prefix ActivityPrefix Activity
Closed Sort
Circle the prefixes in each of the following words
Abdicate, abduct, coauthor, cooperate, coincide, absent
Next, sort the words under the category “togetherness” or “separateness”.
Note: This activity would be conducted after the prefixes ab and co have been taught.
Citrus County Schools, Florida 20
Most Common SuffixesMost Common SuffixesRank Suffix %
1 s, es (plurals) 31
2 ed (past-tense verbs)
20
3 ing (verb form / present participle
14
These three suffixes account for almost two-thirds of the suffixes found in words.
Carroll, Davies, & Richmond, 1971
Teaching Phonics & Word Study, Blevins
Citrus County Schools, Florida 21
Strategy 4Strategy 4 Building Academic VocabularyBuilding Academic Vocabulary
Direct vocabulary instruction is necessary because the more student’s understand the vocabulary, the easier it is for them to understand information they read or hear about the topic.
According to Marzano, “If a student doesn’t understand the content vocabulary, they don’t understand the content.”
Citrus County Schools, Florida 22
Teach vocabulary all day!
Informal text is useful (Duke, 2000)
Content-area vocabulary
Science text:
Offers more prefix and suffix words
Offers repetition
May offer hand-on learning of vocabulary in an authentic and meaningful context.
Citrus County Schools, Florida 23
Direct Vocabulary InstructionDirect Vocabulary InstructionImpactImpact
0102030405060708090
No VocabInstruction
Direct Vocab.Instruction
(effect size=.32)
Direct Vocab.Instruction onwords related
to content(effect size=.97)
Stahl & Fairbanks, 1986
Marzano
Percentile rank on test
Citrus County Schools, Florida 24
A Six-Step Process A Six-Step Process for Teaching New Termsfor Teaching New Terms
1 Provide a description, explanation, or example of the new term.
2 Students restate in their own words.
3 Students construct a picture, symbol, or graphic representing the term.
4 Provide engaging activities that add to their knowledge of the term.
5 Periodically discuss the terms with one another.
6 Vocabulary games that allow them to manipulate the terms. (Marzano & Pickering)
Citrus County Schools, Florida 25
Building Vocabulary Building Vocabulary is a is a
valuable effort!valuable effort!
Motivating students to WANT to build their own vocabulary.
Modeling our own interest in and love for words.
Creating a classroom of vocabulary celebration and pursuit.
Citrus County Schools, Florida 26
Web SitesWeb Sites
www.resourceroom.net/vocabulary www.webenglishteacher.com/vocab.html www.virtualsalt.com/roots.html www.ascd.org www.vocabularya-z.com www.fcrr.org/