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The BIG FIVE Components of Reading Vocabulary Development. The Big Five Components of Reading Objectives for Vocabulary. You will be able to Identify the vocabulary component of the Big 5 of Reading and find how to assess it Learn how to choose vocabulary words to teach - PowerPoint PPT Presentation
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The The BIGBIG FIVE FIVEComponents of ReadingComponents of ReadingVocabulary DevelopmentVocabulary Development
The Big Five Components of ReadingThe Big Five Components of ReadingObjectives for VocabularyObjectives for Vocabulary
You will be able toYou will be able to– Identify the vocabulary component of the Big Identify the vocabulary component of the Big
5 of Reading and find how to assess it5 of Reading and find how to assess it– Learn how to choose vocabulary words to Learn how to choose vocabulary words to
teachteach– Learn a format for teaching vocabularyLearn a format for teaching vocabulary– Become intentional in planning so vocabulary Become intentional in planning so vocabulary
development is present in all your lessonsdevelopment is present in all your lessons– Plan a lesson that contains intentional Plan a lesson that contains intentional
vocabulary developmentvocabulary development
Vocabulary for This ComponentVocabulary for This Component Tier 1, Tier 2, and Tier 3 wordsTier 1, Tier 2, and Tier 3 words Receptive vocabularyReceptive vocabulary Productive vocabularyProductive vocabulary Function wordsFunction words Incidental teachingIncidental teaching Intentional teachingIntentional teaching
The Big 5 Components of ReadingThe Big 5 Components of Reading
Phonological Phonological AwarenessAwareness
FluencyFluency
ComprehensionComprehension
PhonicsPhonicsVocabulaVocabularyry
Common Core StandardsCommon Core StandardsReading Reading
State Standards for State Standards for English Language Arts & English Language Arts & Literacy in History/Social Studies, Literacy in History/Social Studies, ScienceScience, Technical Subjects , Technical Subjects
44 - Interpret words and phrases as they are - Interpret words and phrases as they are used in a text, including determining used in a text, including determining technical, connotative, and figurative technical, connotative, and figurative meanings, and analyze how specific word meanings, and analyze how specific word choices shape meaning and tone. choices shape meaning and tone.
From “Balanced Literacy”From “Balanced Literacy”CMS Literacy Facilitators’ TrainingCMS Literacy Facilitators’ Training
Common Core StandardsCommon Core StandardsLanguageLanguage
4. Determine or clarify the meaning 4. Determine or clarify the meaning of unknown and multiple-meaning of unknown and multiple-meaning words and phrases by using context words and phrases by using context clues, analyzing meaningful word clues, analyzing meaningful word parts, and consulting general and parts, and consulting general and specialized reference materials, as specialized reference materials, as appropriateappropriate
Common Core StandardsCommon Core StandardsLanguageLanguage
5. Demonstrate understanding of 5. Demonstrate understanding of figurative language, word figurative language, word relationships, and nuances in word relationships, and nuances in word meaningsmeanings
Grade Level StandardsGrade Level Standards K – homographs (duck/duck), affixesK – homographs (duck/duck), affixes 1 – affixes, roots and affixes (look, 1 – affixes, roots and affixes (look,
looked)looked) 2 – prefixes, compounds, shades of 2 – prefixes, compounds, shades of
meaning (toss, throw, hurl)meaning (toss, throw, hurl) 3 - affixes, similar roots (company, 3 - affixes, similar roots (company,
companion), dictionariescompanion), dictionaries 4-5 - Greek and Latin roots and 4-5 - Greek and Latin roots and
affixes, dictionariesaffixes, dictionaries
ResearchResearch Use of multiple approaches is Use of multiple approaches is
effective to teach vocabulary, effective to teach vocabulary, including direct instruction, words in including direct instruction, words in context, and wide reading.context, and wide reading.
Repeated exposures to new Repeated exposures to new vocabulary in meaningful contexts is vocabulary in meaningful contexts is effective. effective.
From “Balanced Literacy”From “Balanced Literacy”CMS Literacy Facilitators’ TrainingCMS Literacy Facilitators’ Training
Summarize to your partnerSummarize to your partner
This is strictly a pantographic This is strictly a pantographic hauntography of proto-mantic hauntography of proto-mantic motherworlds. Mysteriograms of motherworlds. Mysteriograms of toposonic radiances are toposonic radiances are deconstructed and raptoluminal deconstructed and raptoluminal resonances at residual numinophillic resonances at residual numinophillic nemeta sites are reiterated in the nemeta sites are reiterated in the mycoboreal precincts.mycoboreal precincts.
Press release publicizing music of the band Infernal MethodPress release publicizing music of the band Infernal Method
What is Vocabulary?What is Vocabulary? Primary teachers: sight wordsPrimary teachers: sight words Intermediate teachers: content wordsIntermediate teachers: content words
Vocabulary is knowledge of words and Vocabulary is knowledge of words and word meaningsword meanings
Oral: listening and speakingOral: listening and speaking Print: reading and writingPrint: reading and writing Two forms: Two forms:
– Receptive: recognize words when we hear or Receptive: recognize words when we hear or readread
– Productive: recognize words when we speak or Productive: recognize words when we speak or writewrite
Why Is Vocabulary Important?Why Is Vocabulary Important?100 years of research: 100 years of research:
The extent of students’ vocabulary relates The extent of students’ vocabulary relates strongly to their reading comprehension and strongly to their reading comprehension and overall academic success overall academic success
Affects even phonological awarenessAffects even phonological awareness Significant predictor in kindergarten and first Significant predictor in kindergarten and first
grade of comprehension in middle and high grade of comprehension in middle and high schoolschool
Vocabulary development is a fundamental Vocabulary development is a fundamental goal for students in the early grades. goal for students in the early grades. However, very little instructional time is However, very little instructional time is devoted to vocabulary development.devoted to vocabulary development.
The Vocabulary GapThe Vocabulary Gap
Hart and Risley (1995) conducted a Hart and Risley (1995) conducted a longitudinal study of children and longitudinal study of children and families from 3 groups:families from 3 groups:
Professional familiesProfessional familiesWorking class familiesWorking class familiesFamilies on welfareFamilies on welfare
c
Meaningful DifferencesMeaningful DifferencesWords heard per hour
Words heard in a 100 hour week
Words heard in a 5,200 hour year
Words heard in 4 years
Welfare 616 62,000 3 million 13 million
Working class
1,251 125,000 6 million 26 million
Profes-sional
2,153 215,000 11 million 45 million
How Many Words Do Students How Many Words Do Students Need to Know?Need to Know?
Consensus among researchers: Consensus among researchers: 2,000 to 3,500 distinct words each 2,000 to 3,500 distinct words each year added to reading vocabularies.year added to reading vocabularies.
Only 8 to 10 words can be taught Only 8 to 10 words can be taught effectively effectively each week.each week.
Rest come through incidental Rest come through incidental learning.learning.
Continuum of Word KnowledgeContinuum of Word Knowledge
-Do not know the word-Do not know the word
-Have seen or heard the word-Have seen or heard the word
-Know something about the word-Know something about the word
-Know well, can explain it-Know well, can explain it
Research on Vocabulary InstructionResearch on Vocabulary Instruction
Vocabulary from a text should be Vocabulary from a text should be taught directly and indirectlytaught directly and indirectly
Repetition and multiple exposures in Repetition and multiple exposures in multiple contexts are important multiple contexts are important
Learning in rich contexts is valuableLearning in rich contexts is valuable– Words should be ones useful in many Words should be ones useful in many
contextscontexts– Words should come from content to be Words should come from content to be
readread
Research on Vocabulary InstructionResearch on Vocabulary Instruction
Vocabulary tasks should meet needs of Vocabulary tasks should meet needs of students.students.
Vocabulary learning is effective when it Vocabulary learning is effective when it entails active engagemententails active engagement
Vocabulary can be acquired through Vocabulary can be acquired through incidental learningincidental learning
Dependence on a single instructional Dependence on a single instructional method will not result in optimal method will not result in optimal learninglearning
Instruction for Vocabulary Instruction for Vocabulary DevelopmentDevelopment
No single method worksNo single method works
– incidental learningincidental learning
– intentional learningintentional learning
IncidentalIncidental Learning of Vocabulary Learning of Vocabulary
Home is where much vocabulary is Home is where much vocabulary is acquired.acquired.Sources of oral and written language:Sources of oral and written language:Rare words per 1,000Rare words per 1,000
NewspapersNewspapers 6868Adult booksAdult books 5353Children’s booksChildren’s books 3131Children’s tv showsChildren’s tv shows 2020College graduates talkCollege graduates talk 1717
Incidental Incidental Learning of VocabularyLearning of Vocabulary
Wide ReadingWide Reading– Read 1 hour a day, 5 days a week =Read 1 hour a day, 5 days a week =
2,250,000 words a year2,250,000 words a year– If 2%-5% are unknown = 45,000 to If 2%-5% are unknown = 45,000 to
112,500 new words.112,500 new words.– If child learns 5%-10% of these words = If child learns 5%-10% of these words =
at least 2,250 new words a year from at least 2,250 new words a year from readingreading
Incidental Incidental Learning of VocabularyLearning of Vocabulary
Teacher Read-AloudsTeacher Read-AloudsThe value is in the teacher talk that The value is in the teacher talk that
accompanies the reading.accompanies the reading.
IncidentalIncidental Learning of Vocabulary Learning of Vocabulary
Oral Language Experiences at SchoolOral Language Experiences at School– Teacher talk is often concrete, about the Teacher talk is often concrete, about the
“here and now”, and uses commonly “here and now”, and uses commonly recognized words.recognized words.
– Make word learning part of daily Make word learning part of daily routines.routines.
IntentionalIntentional Teaching of Vocabulary Teaching of Vocabulary
Which words should be taught?Which words should be taught?
ImportanceImportance– are, that, a, to, or, the, ofare, that, a, to, or, the, of– 107 function words make up 50% of all 107 function words make up 50% of all
written words in textswritten words in texts
Prepositions, pronouns, conjunctions, Prepositions, pronouns, conjunctions, auxiliary verbs (be, have, got, do)auxiliary verbs (be, have, got, do)
““Content” WordsContent” Words NounsNouns
AdjectivesAdjectives
““Full” verbsFull” verbs
AdverbsAdverbs
Tier I, II, and III WordsTier I, II, and III Words
Usefulness and FrequencyUsefulness and Frequency– Tier I, Tier II, Tier III wordsTier I, Tier II, Tier III words
IntentionalIntentional Teaching of Vocabulary Teaching of Vocabulary Tier I words: Tier I words: clock, baby, happyclock, baby, happy
– Words children should(??) know; words used in Words children should(??) know; words used in everyday speecheveryday speech
Tier II words: Tier II words: fortunate, maintain, fortunate, maintain, merchantmerchant– Words that appear in written and oral language Words that appear in written and oral language
that are not used every daythat are not used every day
Tier III words: Tier III words: micron, hydrochloric acid, micron, hydrochloric acid, contrapuntalcontrapuntal– Words specific to a discipline or content areaWords specific to a discipline or content area– Words that appear rarelyWords that appear rarely
IntentionalIntentional Teaching of Vocabulary Teaching of Vocabulary How do I determine what a Tier II word How do I determine what a Tier II word
is?is?Frequency and UtilityFrequency and Utility: Words that mature : Words that mature
language users use and that appear language users use and that appear frequentlyfrequently
Instructional potentialInstructional potential: Words that lend : Words that lend themselves to instruction and can be worked themselves to instruction and can be worked with in a variety of ways so students can build with in a variety of ways so students can build in-depth knowledge of them and their in-depth knowledge of them and their connections to other words and conceptsconnections to other words and concepts
Conceptual UnderstandingConceptual Understanding: Words that : Words that describe a concept of which students already describe a concept of which students already have a general understandinghave a general understanding
Intentional Intentional Teaching of VocabularyTeaching of VocabularyWhich is the Tier II word?Which is the Tier II word?Jose avoided playing the ukulele.Jose avoided playing the ukulele.
avoidedavoided – Importance and utilityImportance and utility– Instructional potentialInstructional potential
Can teach other forms: avoid, avoiding, avoidsCan teach other forms: avoid, avoiding, avoids – Conceptual understandingConceptual understanding
Already have the concept of not wanting to do Already have the concept of not wanting to do somethingsomething– Verbs are where the action isVerbs are where the action is
Let’s Choose Tier II WordsLet’s Choose Tier II Words Johnny Harrington was a kind master who Johnny Harrington was a kind master who
treated his servants fairly. He was also a treated his servants fairly. He was also a successful wool merchant, and his successful wool merchant, and his business required that he travel often. In business required that he travel often. In his absence, his servants would tend to his absence, his servants would tend to the fields and cattle and maintain the the fields and cattle and maintain the upkeep of his mansion. They performed upkeep of his mansion. They performed their duties happily, for they felt fortunate their duties happily, for they felt fortunate to have such a benevolent and trusting to have such a benevolent and trusting master.master.
Let’s Choose Tier II WordsLet’s Choose Tier II Words Johnny Harrington was a kind master who Johnny Harrington was a kind master who
treated his servants fairly. He was also a treated his servants fairly. He was also a successful wool successful wool merchantmerchant, and his , and his business business requiredrequired that he travel often. In that he travel often. In his absence, his servants would his absence, his servants would tendtend to to the fields and cattle and the fields and cattle and maintainmaintain the the upkeep of his mansion. They upkeep of his mansion. They performedperformed their duties happily, for they felt their duties happily, for they felt fortunatefortunate to have such a to have such a benevolentbenevolent and trusting and trusting master.master.
Choosing Which Tier II Words to Choosing Which Tier II Words to TeachTeach
Importance and utilityImportance and utility
Instructional potentialInstructional potential
Conceptual understandingConceptual understanding
You choose Tier II wordsYou choose Tier II words Read “My Father, the Entomologist”Read “My Father, the Entomologist”
Choose the Tier II words for 4Choose the Tier II words for 4thth and and 55thth graders graders
Decide which should be taught in Decide which should be taught in depthdepth– important for the student to understand important for the student to understand
the selection the selection – apply to other selectionsapply to other selections
Words to Teach in Words to Teach in DepthDepth
longhorn beetle obsessed splendidlonghorn beetle obsessed splendidantennaeantennae detest detest shuddered shudderedmetamorphosed despise mumblemetamorphosed despise mumbleentomologist mutteredentomologist muttered
hurlhurl
IntentionalIntentional Teaching of Vocabulary Teaching of Vocabulary
Read aloudRead aloud
– 101 Text Talk-type lessons: 101 Text Talk-type lessons: – http://schools/utah.gov/curr/http://schools/utah.gov/curr/
readingfirst/documentsreadingfirst/documents
IntentionalIntentional Teaching of Vocabulary Teaching of Vocabulary
Teaching Independent Word-Learning Teaching Independent Word-Learning StrategiesStrategies
Use of dictionariesUse of dictionaries Use of context cluesUse of context clues Use of word-part informationUse of word-part information
IntentionalIntentional Teaching of Vocabulary Teaching of Vocabulary
Teaching Independent Word-Learning Teaching Independent Word-Learning StrategiesStrategies
Use of Word-Part InformationUse of Word-Part Information Compound WordsCompound Words
– Small words give clues to meaning of compound Small words give clues to meaning of compound wordword
SkyscraperSkyscraper doghouse merry-go-round doghouse merry-go-round guitar stringguitar string
PrefixesPrefixes– Most usefulMost useful– Give the meaning of a wordGive the meaning of a word
IntentionalIntentional Teaching of Vocabulary Teaching of Vocabulary
Teaching Independent Word-Learning Teaching Independent Word-Learning StrategiesStrategies
Use of Word-Part InformationUse of Word-Part Information SuffixesSuffixes
– Some give the meaning of a wordSome give the meaning of a word-er -or = one who, agent-er -or = one who, agent
teacher, actor, sitter, collaboratorteacher, actor, sitter, collaborator– Some give the part of speechSome give the part of speech
-ed = past tense verb-ed = past tense verb-ly = adverb-ly = adverb-able = adjective-able = adjective
IntentionalIntentional Teaching of Vocabulary Teaching of Vocabulary
Teaching Independent Word-Learning Teaching Independent Word-Learning StrategiesStrategies
Use of Word-Part InformationUse of Word-Part Information Prefixes and suffixes that account for 75% of all Prefixes and suffixes that account for 75% of all
affixed words:affixed words:un- (not)un- (not) -s, -es (plural)-s, -es (plural)re- (again)re- (again) -ed (past tense)-ed (past tense)in-, im-, il-, ir- (not)in-, im-, il-, ir- (not) -ing (changes a verb to a-ing (changes a verb to aen-, em- (surround with) en-, em- (surround with) noun)noun)dis- (apart, reverse)dis- (apart, reverse) -ly (adverb)-ly (adverb)non- (absence of) non- (absence of) -er, -or (agent) -er, -or (agent)
in, im- (in)in, im- (in)over- (above, too much)over- (above, too much)mis- (wrong, incorrect)mis- (wrong, incorrect)
IntentionalIntentional Teaching of Vocabulary Teaching of Vocabulary
Teaching Independent Word-Learning Teaching Independent Word-Learning StrategiesStrategies
Use of Word-Part InformationUse of Word-Part Information Latin and Greek rootsLatin and Greek roots
– Get the most efficient teaching, teach all about the word:Get the most efficient teaching, teach all about the word:
Migr (move), Spanish: mígrarMigr (move), Spanish: mígrar
parts of speechparts of speech em=fromem=from im=inim=in
migrate (verb)migrate (verb) Emigrate Emigrate immigrate immigratemigration (noun) migration (noun) Emigration Emigration immigration immigrationmigrant (noun)migrant (noun) Emigrant Emigrant immigrant immigrantmigratory (adjective)migratory (adjective)
IntentionalIntentional Teaching of Vocabulary Teaching of Vocabulary
Teaching Independent Word-Learning Teaching Independent Word-Learning StrategiesStrategies
Use of Word-Part InformationUse of Word-Part Information
Greek RootsGreek Roots Latin RootsLatin Rootstele-tele- -tract--tract-therm-therm- -spect--spect-photo-photo- -port--port-
-dict--dict--rupt--rupt--scrib--scrib-
IntentionalIntentional Teaching of Vocabulary Teaching of Vocabulary
Teaching Independent Word-Learning StrategiesTeaching Independent Word-Learning StrategiesUse of Word-Part InformationUse of Word-Part Information
Greek and Latin PrefixesGreek and Latin PrefixesInter- between Inter- between Intra-Intra- within withinPost- afterPost- afterPro- forward, in front ofPro- forward, in front ofCo/com/con- togetherCo/com/con- togetherSub- underSub- underPre- beforePre- beforeAnti- againstAnti- against
What does this word mean?What does this word mean?
satiatesatiate
--satsat- = Latin root for - = Latin root for enoughenough inin- = - = notnot ableable = adjective = adjective
What other words do you know with What other words do you know with the –sat- root?the –sat- root?
Summary of Summary of Working with VocabularyWorking with Vocabulary
Provide a clear, concise definition of Provide a clear, concise definition of the wordthe word– Talk about the word meaning in contextTalk about the word meaning in context– Relate the word to the student’s Relate the word to the student’s
experienceexperience– Provide descriptions or examples of the Provide descriptions or examples of the
new wordnew word– Have the student restate the description Have the student restate the description
or explanation in his/her own wordsor explanation in his/her own words– Have student use the wordHave student use the word
ReviewReviewIncidentalIncidental Vocabulary Teaching Vocabulary Teaching
Read aloudsRead aloudsWide readingWide reading
Oral experiences at schoolOral experiences at schoolIntentionalIntentional Vocabulary Teaching Vocabulary Teaching
Tier I, II, and III wordsTier I, II, and III words Three types of Tier II word learning tasks – Three types of Tier II word learning tasks –
Importance and utility, Instructional potential,Importance and utility, Instructional potential,Conceptual understanding Conceptual understanding
IndependentIndependent Word Learning Strategies Word Learning StrategiesDictionaries, Context clues, Dictionaries, Context clues,
Word part informationWord part information
Resources for Resources for Vocabulary DevelopmentVocabulary Development
Coxhead’s (2000) Academic Word ListCoxhead’s (2000) Academic Word List– http//www.vuw.ac.nz/las/research/awlhttp//www.vuw.ac.nz/las/research/awl
Bringing Words to LifeBringing Words to LifeRobust Vocabulary InstructionRobust Vocabulary Instruction
by Beck, McKeown, Kucanby Beck, McKeown, Kucan Text TalkText Talk from Scholastic from Scholastic Timrasinski.com/?pages=presentationsTimrasinski.com/?pages=presentations CORECORE
Your TurnYour Turn Please find a vocabulary lesson in Please find a vocabulary lesson in
Imagine It!Imagine It!
Are they the words you would have Are they the words you would have chosen based on this workshop? chosen based on this workshop? – Why or why not?Why or why not?
Does Imagine It do a good job of Does Imagine It do a good job of teaching the words?teaching the words?
Your TurnYour Turn Look in your social studies or science Look in your social studies or science
manual.manual.– Choose 5 Tier II wordsChoose 5 Tier II words– Plan how you are going to introduce Plan how you are going to introduce
themthem– Plan follow up activities so children use Plan follow up activities so children use
them and apply them and “make them them and apply them and “make them theirs”theirs”
– Plan how you are going to assess their Plan how you are going to assess their mastery of the words at the endmastery of the words at the end
Vocabulary for This ComponentVocabulary for This Component Tier 1, Tier 2, and Tier 3 wordsTier 1, Tier 2, and Tier 3 words Receptive vocabularyReceptive vocabulary Productive vocabularyProductive vocabulary Function wordsFunction words Incidental teachingIncidental teaching Intentional teachingIntentional teaching
The Big Five Components of ReadingThe Big Five Components of ReadingObjectives for VocabularyObjectives for Vocabulary
You will be able toYou will be able to– Identify the vocabulary component of the Big Identify the vocabulary component of the Big
5 of Reading and how you assess it5 of Reading and how you assess it– Find resources to supplement what is missing Find resources to supplement what is missing
from vocabulary development in your present from vocabulary development in your present reading programreading program
– Be intentional in planning so vocabulary Be intentional in planning so vocabulary development is present in all your lessonsdevelopment is present in all your lessons
– Plan a lesson that contains intentional Plan a lesson that contains intentional vocabulary developmentvocabulary development
Common Core StandardsCommon Core StandardsReading Reading
State Standards for State Standards for English Language Arts & English Language Arts & Literacy in History/Social Studies, Literacy in History/Social Studies, ScienceScience, Technical Subjects , Technical Subjects
44 - Interpret words and phrases as they are - Interpret words and phrases as they are used in a text, including determining used in a text, including determining technical, connotative, and figurative technical, connotative, and figurative meanings, and analyze how specific word meanings, and analyze how specific word choices shape meaning and tone. choices shape meaning and tone.
From “Balanced Literacy”From “Balanced Literacy”CMS Literacy Facilitators’ TrainingCMS Literacy Facilitators’ Training
Common Core StandardsCommon Core StandardsLanguageLanguage
4. Determine or clarify the meaning 4. Determine or clarify the meaning of unknown and multiple-meaning of unknown and multiple-meaning words and phrases by using context words and phrases by using context clues, analyzing meaningful word clues, analyzing meaningful word parts, and consulting general and parts, and consulting general and specialized reference materials, as specialized reference materials, as appropriateappropriate