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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: