Vocabulary Part II

1
VocabularyPart II

• Linda Pearce
• Literacy Consultant
• Ohio Valley Educational Cooperative
• lpearce_at_ovec.org

2
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?

3
Specific Word Instruction should focus on words
that are

• Contextualized in literature
• Important to the text
• Useful in many situations

4
Vocabulary instruction should provide

• rich in depth knowledge of word meaningsnot
  just repeated definitions
• clear explanations in various contexts
• multiple exposuresin more than one context
• opportunities to engage students actively in deep
  processing

5
Lets look at some new ways to actively engage
students
6
Active Engagement with Words
Target word interior

• 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?

7
Active Engagement with Words
Target word interior

• 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.

8
Active Engagement with Words
Target word interior

• 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?

9
Active Engagement with Words

• If what I say could be in the interior of a big
  island, say center. If not dont say anything.
• A mountain
• An ocean beach
• A lighthouse
• A small town

Target word interior

• Choices

10
Tools for Teaching
Rate Your Knowledge Frayer Model Wordstorming
A-Z Semantic Impressions Cinquain A Three-Way
Tie Word Sort
11
Lets watch a video
Wordstorming A-Z
12
Marzanos Six Steps to Effective Vocabulary
Instruction

• Teacher provides description, explanation, or
  example of new term
• Students relate explanation of the term in their
  own words
• Students create nonlinguistic representation of
  term
• Students periodically do activities that help
  them add to their knowledge of vocabulary terms
• Periodically, students are asked to discuss terms
  with one another
• Periodically, students are involved in games that
  allow them to play with the terms

13
A Wreath for Emmett Till

• By Marilyn Nelson

14
Tools for Teaching

• Rate Your Knowledge
• Frayer Model
• Wordstorming A-Z
• Semantic Impressions
• Cinquain
• A Three-Way Tie
• Word Sort

15
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.

16
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
17
Lets watch a video on

• Cinquains
• Then, write in your journal how you would use
  this in your classroom.

18
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.

19
3 Dimensional Shapes
contain
are composed of
Line Segments
Angles
are connected by
20
Application

• Semantic Impressions
• Cinquain Poem
• A Three-Way Tie

21
Tools for Teaching

• Rate Your Knowledge
• Frayer Model
• Wordstorming A-Z
• Semantic Impressions
• Cinquain
• A Three-Way Tie
• Word Sort

22
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

23
Word Sort Activity
24
Develop a Plan for Vocabulary Instruction

• Engage students in wide reading
• Provide direct instruction
• Assure both verbal and nonlinguistic
  representation
• Encourage elaboration and refinement

25
Thanks for joining us today!

• Good luck with these strategies in your
  classroom. If you need any help, please dont
  hesitate to e-mail me at
• lpearce_at_ovec.org