“how confident do you feel about teaching vocabulary?”
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“How confident do you feel about teaching vocabulary?”. Rate yourself using a scale of 1 to 9 on your confidence level for teaching vocabulary. Place your blank post-it note on the Confidence Scale on the wall, 1 being the lowest and 9 the highest. Confidence Scale for Teachers - PowerPoint PPT PresentationTRANSCRIPT
Kathy Emeigh CIU 20 Fall 2008
“How confident do you feel about teaching vocabulary?”
Rate yourself using a scale of 1 to 9 on your confidence level for teaching vocabulary. Place your blank post-it note on the Confidence Scale on the wall, 1 being the lowest and 9 the highest.
Confidence Scale for Teachers
1 ----------------------- 5------------------------- 9
Kathy Emeigh CIU 20 Fall 2008
Making Words “Stick!”RA Cohort 08 -09October 30, 2008
Kathy [email protected]
610-515-6546Assistant Director of Curriculum and Instruction
Colonial Intermediate Unit 20
Kathy Emeigh CIU 20 Fall 2008
Anticipation Guide(before instruction)
Teaching specific terms in a specific way is probably the strongest action a teacher can take to ensure that students will understand content.
Vocabulary instruction activates students’ prior knowledge.
All students are ESL or ELL.The chief cause of the achievement gap is
a language gap.Effective vocabulary instruction includes
the dictionary definition and memorization.
Kathy Emeigh CIU 20 Fall 2008
Are the “words” we teach sticking?
A wonderful phonics lesson just took place. In the last seconds of the activity, students in an urban 1rst grade classroom used the letter cards on their desks to sound out and spell the word “hog.” When they finished, the teacher queried, almost as an afterthought, “would you like to have a hog for a pet?”
Connie Juel and Rebecca Deffes,
March, 2004
Kathy Emeigh CIU 20 Fall 2008
“No,” one student responded adamantly.
“Why not?” asked the teacher.
“Cause it might fly out the window!” the student replied.
Juel and Deffes, 2004
Kathy Emeigh CIU 20 Fall 2008
“Wait a second, what is a hog?” the teacher asked as she began
to realize that there was a problem.
Many students looked uncertain. One little boy gestured with his hands as he explained, “It’s like a tree branch.”
Although these first graders were able to proficiently use letter cards to spell the word “hog,” many of them were unsure of the word’s meaning. “Hog” meant “hawk” to some and “log” to others; some students couldn’t connect the word to any meaning at all.
Juel and Deffes, 2004
Kathy Emeigh CIU 20 Fall 2008
Why are the students having trouble
reading/comprehending? and
What can teachers do about it?
Is the content we present “sticking?”
Kathy Emeigh CIU 20 Fall 2008
Welcome ToThe Language Of
Our Kids…
Whatever “JK” Ya-right
Wassup? Dawg
My bad Straight up
What it is That rocks
One thought as to “why?”…
Kathy Emeigh CIU 20 Fall 2008
In Terms of Academic English…
ALL Students Are ESL!!
Academic English as a “foreign language”
Vocabulary - nature & densitySyntaxGrammar “AESL”
It is NOT a “natural” language - it must be taught!
Kathy Emeigh CIU 20 Fall 2008
“It is now well accepted that the chief cause of the
achievement gap between socioeconomic groups is a
language gap.” (Ed Hirsch, 2001)
Another reason “why” some of our
students are struggling with vocabulary
comprehension….
Kathy Emeigh CIU 20 Fall 2008
Vocabulary DevelopmentHart & Risley (1995)
SpokenVocabulary
VocabularyHeard
Welfare Families
500 616 words/hour
Working Class Families
750 1,251 words/hour
Professional 1,100 2,153 words/hour
Kathy Emeigh CIU 20 Fall 2008
Word PovertyLouisa Cook Moats, 2001
Upon matriculation into 1rst grade:
o “Linguistically advantaged” students - 20,000 known words
o “Linguistically disadvantaged” students – 5,000 known wordso These students also suffer from partial
knowledge of word meanings, confusion over similar-sounding words, and limited knowledge of how and when to use words.
Kathy Emeigh CIU 20 Fall 2008
Profound differences in vocabulary knowledge:
o High school seniors near the top of their class knew about four times as many words as their lower-performing classmates.
o High-knowledge third graders had vocabularies about equal to lowest-performing 12th graders.
(Beimiller, 1999, 2004; Chall et al.,1990; Hart & Risley, 1995, 1999)
A Reflective
Moment………
Kathy Emeigh CIU 20 Fall 2008
What can teachers do to solve this problem?
Teachers must make effective vocabulary instruction a high priority in the educational system.
According to research, teachers must make vocabulary instruction robust, vigorous, strong and powerful to be effective.
Kathy Emeigh CIU 20 Fall 2008
“Teaching vocabulary is synonymous with teaching background knowledge.”
Marzano (2004)
REMEMBER
THIS!!!
Kathy Emeigh CIU 20 Fall 2008
Vocabulary Development and Background Knowledge
What students already know about the content is one of the strongest
indicators of how well they will learn new information
relative to the content.
Marzano, 2004
Scuba Diving
Kathy Emeigh CIU 20 Fall 2008
Kathy Emeigh CIU 20 Fall 2008
Word Splash!
charge
resistance
power
current
ohmvoltage
coulomb
volt
ampere
ELECTRICAL QUANTITIES AND UNITS
watt
Kathy Emeigh CIU 20 Fall 2008
Which vocabulary words to pick?
o Words that are important for understanding the text.
o Words that are critically important for the content area.
o Words that students will encounter often, functionally important words (Stahl, 1986)
o High priority words (Beck, 2002)
See “Adopt a Word” and
Marzano’s “Building
Academic Vocabulary”
Kathy Emeigh CIU 20 Fall 2008
What Does it Mean to“Teach Vocabulary”?
Is having students look words up inthe dictionary followed by crafting
sentences showing appropriate usage “teaching vocabulary”?
YES - NO - WHY?
Kathy Emeigh CIU 20 Fall 2008
Past Practice:Dictionary
“Rote memorization of words and definitions is the least effective instructional method resulting in little long-term effect.”
(Kameenui, Dixon, Carine 1987)
Kathy Emeigh CIU 20 Fall 2008
Definitions vs. Descriptions/Explanations
Word Definition Description/Explanation
Tamper To interfere in a secret or incorrect way
To change something secretly so that it does not work right or could hurt someone.
Disrupt Break up; split To cause trouble that stops something from happening easily or peacefully.
Illusion Appearance or feeling that misleads because it is not real.
Something that looks like one thing but is really something else or is not there at all.
Kathy Emeigh CIU 20 Fall 2008
Tools to Develop Word Learning through “student
friendly” descriptions
o Use of dictionaries & other reference aids.o Co-Build Student Dictionary
(ISBN-0-00-712034-6)o Longman Publishers
www.longman.com- Heinle & Heinle Publishers
http://nhd.heinle.com/
Kathy Emeigh CIU 20 Fall 2008
Explicit Vocabulary
Teaching Strategies
• Step 1 - Student-friendly descriptions • Step 2 – Restate in own words• Step 3 - Nonlinguistic representations• Step 4 - Multiple exposures• Step 5 - Students should discuss terms• Step 6 – Periodically students are
involved in games Marzano (2004)
(See handout for further explanation)
Kathy Emeigh CIU 20 Fall 2008
Make A Picture:Non-linguistic
Representation
o Construct a visual image that connects the target word with the meaning.
o One connection could be auditory. “Carlin” means old woman. The word part “car” could generate a picture of an old woman driving a car. Or, the student could just draw a picture of an older woman.
Use of nonlinguistic
representations increases
comprehension by 50%!
Kathy Emeigh CIU 20 Fall 2008
“To understand the word at deeper levels, students require repeated and varied exposure to words, during which they
revise their initial understandings.”
(Marzano, 2004)
Remember: As you “evaluate” the following vocabulary activities and strategies, use the 6 steps to help you decide if these are “strong” and effective or not.
Kathy Emeigh CIU 20 Fall 2008
Levels Of Word Knowledge
o No Clueo Have Heard/Seen Ito Think I Know Ito Know It Well/Can Use It in a Sentence
Kathy Emeigh CIU 20 Fall 2008
Word Knowledge Rating
Term Before Instruction After Instruction
HIGH KNOWLEDGE LOW KNOWLEDGE
4 = I could teach it to the class. 2 = I recognize it but need a review. 3 = I am pretty sure what it means. 1 = I have no clue what it means
specious, adj.
surreptitious, adj.
grapnel, n.
impetuous, adj.
analysis, n.
Look in your packet for a
few more templates!
Kathy Emeigh CIU 20 Fall 2008
Vocabulary Notebook Pages
Word:
Description: Picture:
My knowledge:
1 2 3 4
Synonym: Antonym:
Sentence:
Kathy Emeigh CIU 20 Fall 2008
Students Restate in their own words: one
way….A Student Notebook
My Description My Representation
New Insight
Kathy Emeigh CIU 20 Fall 2008
An Overview of the LINCS Strategy
Step 1: List the parts
Step 2: Identify a Reminding Word
Step 3: Note a LINCing Story
Step 4: Create a LINCing Picture
Step 5: Self-test
Kathy Emeigh CIU 20 Fall 2008
1. Take an index card and divide both sides in half by drawing lines across the middle of both sides.
Creating LINCS Study Cards
Kathy Emeigh CIU 20 Fall 2008
Creating LINCS Study Cards (cont.)
fief
2. Write the word to be learned on the top half of one side. Then circle it.
Kathy Emeigh CIU 20 Fall 2008
Creating LINCS Study Cards (cont.)
Land given by king for fighting in armyfief
3. Write the parts of the definition you need to remember on the top of the other side.
Kathy Emeigh CIU 20 Fall 2008
Creating LINCS Study Cards (cont.)
Land given by king for fighting in armyfief
4. Write the Reminding Word on the bottom half of the first side.
chief
Kathy Emeigh CIU 20 Fall 2008
Creating LINCS Study Cards (cont.)
Chief of his land
Land given by king for fighting in armyfief
5. Write the LINCing Story on the bottom half of the second side.
chief
Kathy Emeigh CIU 20 Fall 2008
Creating LINCS Study Cards (cont.)
Chief of his land
Land given by king for fighting in armyfief
6. Draw the LINCing Picture on the bottom half of the second side.
chief
Kathy Emeigh CIU 20 Fall 2008
LINCS Results
o Vocabulary test scores on chapter testsoWithout LINCS = 54%oWith LINCS = 89%
There are more pages in
your packet th
at clarify
how to choose
“reminding” words,
stories, and pictures!
Kathy Emeigh CIU 20 Fall 2008
Wordstorming
1.Students write down all words they can think of related to a given concept.
2.When list-making slows, increase words to the list by asking more guided questions.
Kathy Emeigh CIU 20 Fall 2008
Wordstormingcontinued:
3. Ask students to group and categorize their words. One column might be left for miscellaneous.
4. Introduce any words that you think should be included. Students must decide what category in which to place the added word.
Kathy Emeigh CIU 20 Fall 2008
Linear Array
freezing cold tepid hot boiling
always never
Kathy Emeigh CIU 20 Fall 2008
Using Examples & Non-examples
Vocabulary Word
Antonym
Example
Synonym
Non-Example
Kathy Emeigh CIU 20 Fall 2008
Using Examples & Non-examples
aboveunder,
below
sky
over
dirt, ground
Kathy Emeigh CIU 20 Fall 2008
Word Parts
o Enhances student understanding of the term
o Teach those prefixes occurring most frequently: un-, re-, in-, dis-
o Teach suffixes that occur most frequently –s,/es, -ed, -ing.
Kathy Emeigh CIU 20 Fall 2008
More Direct Teaching of Words, Word-Learning
Prefixes• “no” or “not”
o antio ino miso un
• TIMEo posto pre
• NUMBERSo bio multio tri
Suffixes• Able to be
o ableo ible
Relating too alo ance
One whoo ero iteo oro ence
Full ofo fulo y
Kathy Emeigh CIU 20 Fall 2008
Word Walls
o Repetition reinforces previously learned material
o Encourages students to use the vocabulary words in writing, class discussion, and builds discipline specific language.
o Recommend alphabetic or thematic
LOOK!! Word Wall Wonders
Kathy Emeigh CIU 20 Fall 2008
Word Pair Analysis Word Pair Same Opposite Go Together No Relation nomad/wanderer
nomad/settler
desert/city
desert/arid
biome/environment
desert/nomad
Kathy Emeigh CIU 20 Fall 2008
The Model That Works
Kathy Emeigh CIU 20 Fall 2008
Word Sort
octagon parallel triangle
width line area
circumference hexagon perpendicular
Kathy Emeigh CIU 20 Fall 2008
More Activities to Deepen Word Knowledge
o Generate Metaphorso Generate Analogies (bridge map)o Revise initial descriptions / nonlinguistic
representationso Games to Play
e.g. Win, Lose or Draw, Jeopardy, Balderdash, Pictionary
Kathy Emeigh CIU 20 Fall 2008
Post-test (after instruction)
Teaching specific terms in a specific way is probably the strongest action a teacher can take to ensure that students will understand content..
Vocabulary instruction activates students’ prior knowledge.
All students are ESL or ELL.The chief cause of the achievement gap is
a language gap.Effective vocabulary instruction includes
the dictionary definition and memorization.
Kathy Emeigh CIU 20 Fall 2008
Thank you for the honor of working with you!!
“The world counts on you to open new possibilities and discover what we humans can do… The only time when music or space have boundaries is when humans create them. Thank you for keeping the possibilities
alive.”
(Ashley Liberty, age 14, cited in Zander & Zander, 2000, pg. 176)
Kathy Emeigh CIU 20 Fall 2008
Allen, J. Words, words, words: Teaching vocabulary in grades 4-12. (1999). Portland: Maine: Stenhouse Publishers.
Beck, I., Kucan, L. & McKeown, M. (2002). Bringing words to life. New York, London. The Guilford Press.
Brecklein, Kim. (2000). Vocabulary Improvement for the Deaf and Hard of Hearing with Meet
the Words. PEPnet.
Kathy Emeigh CIU 20 Fall 2008
Deffes, R., & Juel, C. “Making Words Stick. What Research Says About Reading,” March 2004, Volume 61, Number 6.
Diamond, L., & Gutlohn, L. “Vocabulary Handbook,” (2006) Berkeley, CA: CORE.
Ellis, E. The LINCS Vocabulary Strategy. (2000) Lawrence, Kansas: Edge Enterprizes.
Kathy Emeigh CIU 20 Fall 2008
Marzano, R. (2004). Building Academic Vocabulary. Alexandria, VA: Association for Supervision and Curriculum Development. York, London. The Guilford Press.
Marzano, R. (2004). Building background knowledge for academic achievement. Alexandria, VA: Association for Supervision and Curriculum Development.
Stahl, S. A. Words are Learned Incrementally over Multiple Exposures. (2003, Spring). American Educator.