Vocabulary September 27, 2012

Questions?Disciplinary Literacy Graphic Essays due NEXT

WEEK (October, 4)!Uploaded to BB before classPresented in class (3-5 minutes for each

presentation)Remember to follow the rubric!

Talk with a neighborWhich vocabulary strategies did you like best?

Why?

Discuss how you might use them:Which concept(s) are appropriate for each?Any adaptations you think are necessary?

AFTER sharing: 3 minute think write:Most important ideas in the vocabulary chapter a line of reasoning for this choice

Each content area has its own vocabulary…___________

metaphor

allusion

irony

paradox

symbolism

simile

imagery

____________

octagon

decagon

bisect

equilateral

quadrilateral

sine

cosine

____________

nationalism

imperialism

isolationist

radicalism

anarchy

monarchy

oligarchy

Being able to “speak the language” means that one knows and owns it!

VOCABULARYVocabulary is a vital

part of disciplinary knowledge.

In many classrooms, it is the “missing piece”

When you teach vocabulary – you teach your content!

Overlapping and interconnected

Types of Vocabulary

Receptivereadinglistening

Expressivewritingspeaking

Overlapping but separate vocabularies

facadefaçade

an artificial or deceptive front

Teaching Vocabulary: Categories

Levels of Comprehension

FactsWeather forecast:

27°F – 99% humidityLiteral

Interpretive

NO School

Tough day at school

JOY MISERY

Application

Transactive

Your inference

Your conclusion

Your response

IT’S GOING TO SNOW!

Levels of Comprehension Applied to Vocabulary

Word Perception -

word configuration knowledge

Literal -

definitional knowledge

Interpretive -

relational knowledge

ApplicationUse of vocabulary in extended discourse

Recognize word

Rent Word

Own Word

Use Word

Two minute think writeHow does the information presented so far relate to your own learning?

How does this information influence the way you think about vocabulary?

So, how do you teach vocabulary?

Remember that teaching vocabulary is teaching content.

Process mirrors the Learning Cycle:Before – introducing the terms [pre-teaching]During – guide learning [concept development]After – reflection – reinforcement [relational]

Vocabulary SelectionYour text offers some guidelines for selecting

vocabulary terms for instructional focus. What are they? [p. 239-40]

Talk to a neighbor about these guidelines. Which ones are most important? Why?

I’ll add another: Limit the number of vocabulary words introduced to students at one time. Select them carefully.

Introducing VocabularyIntroduce only “stopper” terms

Method must be appropriate and congruent with the vocabulary you are pre-teaching

Art/science/math – “hands on” experience

English/history – “language” based

Introducing VocabularyMorphology [builds independence]

Context clues [builds independence]

Semantic mapping [student centered]

Etymology [word histories]

Structured overview [teacher centered]

MorphologyPolysemantic [polysemous]

Poly = manySemantic = meanings

Polysemantic terms can have very different meanings OR very close meanings Base [science] [math – 3 different meanings] [social studies] Affect [a-FECT(v. – to have influence on) vs. AFF-ect

(emotion) used by social scientists Effect: (noun) When you affect a situation, you have an

effect on it. Effect (verb – to create) I’m trying to effect a change . . .

Context Clues in Content Texts

Parenthetically or in apposition “Each lipid molecule has an electrically charged

(polar) head region and an uncharged (nonpolar) tail.Viruses replicate, make more viruses, by infecting a

cell . . .

Within a sentenceScientists use the word homeostasis to describe a

process or system that is in balance.

Context Clues in Content Texts . . .

Identify relational words:

The primary difference between prokaryotes and eukaryotes is the way the cells package their genetic material and internal functions. In eukaryotic cells, the genetic material is enclosed in a membrane-bounded nucleus. Eukaryotic cells also contain membrane-bounded compartments called organelles. Prokaryotes lack a membrane-bound nucleus and organelles, though they do have most of their genetic material concentrated in a nuclear area.

Semantic Map

EtymologyA laser – word that comes from the acronym Light Amplification by Stimulated Emission of Radiation

Bug - a fault in a computer program which prevents it from working correctly. The term is often (but erroneously) credited to

Grace Hopper. In 1946, she joined the Harvard Faculty at the Computation Laboratory where she traced an error in the Harvard Mark II to a moth trapped in a relay. This bug was carefully removed and taped to the log book. (See picture).

However, use of the word "bug" to describe defects in mechanical systems dates back to at least the 1870s. Thomas Edison, for one, used the term in his notebooks.

Pair work…Take your list of 15 vocabulary words from your

content area

Decide how you might introduce or pre-teach each word

Record your thoughts in a T-Chart

Vocabulary word Method of introduction

Teaching Vocabulary for Understanding

Selection

Essential for concept attainment?

Relative importance?

Student ability / background

Independence?

IntroduceSemantic Mapping

Structured Overview/ GO

Context clues

Morphology

Concept Development

Etymology

Frayer Model Semantic Feature Analysis

Concept of Definition Map

Frayer ModelESSENTIAL CHARACTERISTICS NON-ESSENTIAL CHARACTERISTICS

EXAMPLES NON-EXAMPLES

CONCEPT

Frayer Model - ExampleESSENTIAL CHARACTERISTICS

•Figure of speech•Comparison of two unlike things•Uses like or as

NON-ESSENTIAL CHARACTERISTICS

•What is compared•Length of words

•He is as strong as an ox.•He was as quiet as a mouse.•The little one looked like an angel.

EXAMPLES

metaphorpersonification

NON-EXAMPLES

SIMILIE

Frayer ModelESSENTIAL CHARACTERISTICS NON-ESSENTIAL CHARACTERISTICS

Type of material

PaintCementFound objectsClay

EXAMPLES

IdeaHistory

NON-EXAMPLES

MEDIUM

Material to produce desired effect

Selection reflects artists goals of production

May also be substance added to paint to achieve texture

Frayer ModelESSENTIAL CHARACTERISTICS

Two dimensionalThree sidesThree verticesAngles add to 180°

NON-ESSENTIAL CHARACTERISTICS

Length of sidesMeasure of individual angles

ScaleneObtuseIsoscelesAcuteRightequilateralEXAMPLES

SquareCircle

QuadrilateralRectangle

hexagonoctagon

NON-EXAMPLES

TRIANGLE

Frayer ModelESSENTIAL CHARACTERISTICS

2 representatives elected from each state6-year termsCitizen for 9 yearsMust reside in state elected from30 years of age

NON-ESSENTIAL CHARACTERISTICSgender

Population of the state from which electedHow old [after 30 years of age]

How long servedEducation

Where born

Strom Thurmond – 100?Youngest senator elected?

EXAMPLES

State senatorRepresentative in House

NON-EXAMPLES

U.S. SENATOR

OR, Try Four SquareTerm Definition in students own words

Synonym / antonym Drawing or cue to help remember

Concept of Definition Map

Concept of Definition Map - Example

Category: Figure of Speech

Comparison

What is it like? [properties or characteristics]

2 unlike things

Uses like or as

SIMILIE

What are some examples?

METAPHOR

COMPARISON

She sang like an angel.

His eyes were as blue as the sky.

He was as sly as a fox.

Concept of Definition Map - Example

Category:

polygon

Three sides

What is it like? [properties or characteristics]

Three vertices

Angles add to 180°

triangle

Quadrilateral

COMPARISON

Right Isosceles Equilateral

What are some examples?

Pair up

Swap Frayer Models and Concept Definition Maps

Provide feedback to each other Is everything correct? Is anything missing?Anything questionable?

Return the papers

Teaching Vocabulary for Understanding

SelectionEssential for concept attainment?

Relative importance?

Student ability / background

Independence?

Pre-TeachSemantic Mapping

Structured Overview/ GO

Context clues

Morphology

Concept Development

Etymology

Frayer Model

Semantic Feature Analysis

Concept Definition Map

Reinforcement

Literal

Word Perception Interpretive

Application

Reinforcing VocabularyLevels of vocabulary reinforcement

Word Perception:• Word scrambles• Word finds

Literal•Cross word puzzles •Magic square•Dictionary activities •Fill in the blanks

Interpretive:• List-Group-Label• Word sorts/Categories• Analogies• Graphic organizers - student generated• Semantic Feature Analysis

Application: Use of any of the interpretive

activities in writing --

INCREASING

COGNITIVE

ENGAGEMENT

Vocabulary Reinforcement

LEVEL EMPHASIS EXAMPLESWord Perception Focus on spelling, word

configurationWord scramblesAcrostic puzzlesWord finds

Literal Definitional knowledge – one definition per word

Cross word puzzlesMatching exercisesLooking up definitions

Interpretive Relational knowledge List-Group-LabelWord Sorts/CategoriesGraphic OrganizersAnalogiesSemantic Feature Analysis

Application Relational knowledgeUse and ownership of term

Extended discourse

Interpretive Vocabulary Activity

Take your list of words

Create a Graphic Organizer to show how they are related

Create 2-4 Word Sorts/Categories

Create 1-2 Analogies

Create a Semantic Feature Analysis chart

For next week (10/4)Disciplinary Literacy Graphic Essays are due!

Read Lloyd (1998) OR Pearson & Santa (1995)

Use T-Notes (see pp. 343)

Exit SlipWhat did you find useful about vocabulary

instruction in the content areas?

What is still confusing?

OR, tell me anything about this class you would like for me to know.