1.Vocabulary and Comprehension Techniques
CETL
May 6, 2011
Marcia Luptak

2. Four Components of Reading
3. Vocabulary
Largest predictor of college success
Number of exposures = ownership
4. Vocabulary
Critical Features of Vocabulary Instruction
5. Words to Teach
Academic Word List (AWL)
Tier 2 Words
Oxford
All students who need vocabulary can work on the same words since they are academic vocab.
6. Assessment
WMT Word Meaning Test (oral)
Breadth number and kinds of word meanings known
Depth flexibility of knowledge (rubric)
1. never heard it before
2. heard it, but dont know what it means
3. kind of know it
4. know it well
7. Problems with Traditional Teaching Strategies
Context Clues
Pedionomite
The pedionomite was struck by lightning.
The pedionomite was reserved, but friendly.
What does pedionomite mean?
A pedionomite is a person who lives on a plain.
Research shows that context clues are not an effective way to teach vocabulary.
8. Problems with Traditional Teaching Strategies
Dictionary Definitions
Dictionary definitions are not necessarily clear.
Also, there may be multiple meanings and students do not know which one to choose.
When students used dictionaries to create sentences:
63% of the sentences were judged odd and
60% were judged unacceptable. (Isabel Beck)
9. Pre- and Post Tests
Sample
Adequate
Appeal
Establish something that is stable all ready
Potential what somdoby or something has to do something
Respond is the respond that you give to a question
10. Knowledge Rating Scale
11. Direct, Explicit Instruction
use direct instruction to introduce the word meanings
solicit examples from students to illustrate the words across different contexts
Example:
utilize: to make (good) use of; to make the most of
12. Quadrant Chart
13. Low Impact Exercises
highly supportive and have only 1 correct answer
context is supplied, so not as personal or rigorous
14. High Impact Exercises
explore meaning in more depth
open-ended, so students develop own contexts
15. Sentence Completions
Something that I can do adequately (but not outstandingly) is _____________.
Something that I am awkward at is _____________________________.
One family rule my parents established when I was young was ____________.
Try it: Use a word from the work bank to write a statement.
16. Read-and-Respond
Sample questions :
words utilize, challenge, adequate, considerable.
What are some of the challenges in recycling plastic?
How can you utilize your recycling bin more effectively?
Should we spend considerable time thinking about how we can adequatelyutilize our resources?
17. Yes/No Why?
Is it customary to feel inadequate if our potential is not met?
Does it feel awkward to appeal to someone for money, even if its for a humane reason?
When someone doesnt respond to you, does it make you feel as if youve vanished?
Try it: Use a word from the work bank to write a question.
18. Similarities and Differences
Instruction should emphasize differences as well as similarities among word meanings.
Try It
How are these words similar and different?
LieMisconceptionFabricationPerjury
19. Makes Sense?Martin, L.Adult Learning Resource Center, www.thecenterweb.org.
Example:
The E on the fuel gauge in my car indicates that my car is almost out of gas.
The E on the fuel gauge in my car indicates that my car has plenty of gas.
The E on the fuel gauge in my car indicates that my car is full of gas.
Try it: Use a word from the work bank to write a statement.
20. Quick Write/TalkMartin, L.Adult Learning Resource Center, www.thecenterweb.org.
Example Prompts
What do you do consistently?
What is something that you analyze regularly?
See also Vocabulary Power
21. Examples and Non-ExamplesBeck, I., McKeown, M., & Kucan, L. (2002).Bringing Words to Life: Robust Vocabulary Instruction (pp.74-75).New York, NY: The Guilford Press.
Example: consistent
Javier always comes to work on time.
Javier usually comes to class on time.
Try it:Use a word from the word bank above and write two sentences.One should reflect the meaning of the word, and the other should not.
22. Describing Pictures
Try it: Using the words below, write sentences that describe the picture.
23. Independent Word Practice (advanced vocabulary practice)
The Conversation Game
Apples to Apples
Jeopardy
10,000 Pyramid
**will be demonstrated after workshop**
24. Writing Assignments
Example: Do you think your current neighbors would welcome the opportunity to get to know each other better?Write an essay telling why or why not.Use at least three vocabulary words.
25. Raising Vocabulary AwarenessStahl, S.A., & Nagy, W.E. (2006).Teaching Word Meanings.Mahwah, NJ: Lawrence Erlbaum Associates.
word of the week/ day
word wall
word spotting where did you hear/see words outside of class (write down for homework)?
puns
tracking vocabulary progress (vocabulary journal, quizzes, word knowledge charts)
26. Other Activities
vocabucks for students who use vocabulary in class (prizes)
word sorts/ word categories
analogies
teaching morpheme patterns: prefixes, suffixes, roots
semantic maps
semantic features analysis
extensive reading
27. Comprehension
Assessment
Bader reading assessment
Use comprehension questions to assess student understanding
28. Factors to consider:
Matching the level of the text to the learners instructional reading level
Choosing materials that are interesting and purposeful for the reader and suitable for adults
Choosing materials that lend themselves to the strategies that will be taught
Selecting a variety of text types and structures; starting with the most familiar to the reader (e.g., narrative).But need to expose students to more expository texts.
29. Teaching Strategies:
Model, guided practice, whole class on easy reading (lowest reading level in class)
Practice in groups according to level to work on reading at their level
Teach one group of students who need help with a particular strategy while other students work independently, applying a strategy already learned
30. Sources of materials:
Six Way Paragraphs.
www.marshalladulteducation.org
Fry Readability Chart (online)
Can contact publisher to find out reading level of material.
31. Goals
connecting sentences to form ideas
relating ideas to what they already know
recognizing when an idea is missed and knowing what to do
32. Comprehension Strategies and Activities
Teach fewer strategies and teach them well
Summarization and questioning are the 2 strongest techniques
33. Summarizing
What is the topic of the paragraph?what is the paragraph about?what is the focus?
What is the most important point the author makes about the topic?
34. Questioning
Way for learners to integrate information from the text
e.g., Earhart disappeared on a flight around the world.
What happened to Earhart?
What was she on when she disappeared?
NOT: Where did she disappear? (answer not in the statement)
35. Combining Summarizing and Questioning
Susan Perez Demo
36. K-W-L
Helps students to draw connections between what they read in a text and their own knowledge and experiences
37. Text Structures
Help students to see how ideas in the text relate to one another
Cause and Effect
Compare and/or Contrast
Sequence
Description
Story
Try It
38. Fix-Up Strategies
39. Text Marking Strategy
use text marking especially to monitor reading check for understanding
use a limited number of symbols easier for students to use
also monitor if the question is answered later in the text
Try It
40. Retelling
Follows order of the original text
Has more details
What do you remember about the passage?
41. Questions?