Word Study

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Word Study Vocabulary

• Office of Literacy, Grades 4- 8

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Anticipation Guide forWord Study Vocabulary

• Before Reading
• Individually
• Fill out the Before Reading section of the
  Anticipation Guide on page ___.
• (Monday Only Review Rationale)
• Lets discuss!

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Focus on Instruction Reading

• 67 of Chicago Public Schools with reading
  specialists increased their ISAT composite score
  and 65 increased their ITBS reading scores,
• According to Dan Bugler,
• Chief Officer, Research, Evaluation and
  Accountability for Chicago Public Schools
• (August 2004).
• Rosie the Riveter

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ISAT - Third Grade Content Area Performance
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ISAT - Fifth Grade Content Area Performance
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ISAT - Eighth Grade Content Area Performance
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Think about

• Students must learn
• 88,000 words by ninth grade.
• 3,000 to 4,000 words a year.
• 16 to 22 words every school day.
• Allen, J. (1999). Words, words, words. Portland,
  ME Stenhouse Publishers.

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Vocabulary Research

• Students use the words
• They hear on television and radio
• From music they listen to and
• The teacher uses with them.
• Allen, J. (1999). Words, words, words. Portland,
  ME Stenhouse Publishers.

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To choose vocabulary words, ask yourself

• Is the word critical to comprehension of the
  content?
• Is the word beyond students ability to figure
  out using structural analysis or context clues?
• Can I use this word to develop strategies for
  helping students independently figure out other
  unfamiliar words?
• Is the word useful beyond the specific selection
  we are reading? Will it come up in other lessons
  or on a standardized test?
• Boynto, A.., Blevins, W. (2004). 5 Keys to
  reading nonfiction. The art of teaching. Special
  issue.
• Instructor, pp. 4 5.

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VocabularyObservation Teaching Guide Book

• Open up The Observation Guide Book to the section
  on Vocabulary.

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Vocabulary

• For most students, finding definitions and
• writing the words in sentences has little
• apparent impact on their word knowledge
• and language use.
• Allen, J. (1999). Words, words, words. Portland,
  ME Stenhouse Publishers.

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Vocabulary

• 1. a list of words, as in a dictionary or
  glossary lexicon. 2. those words known or used
  by a person or group. 3. all the words of a
  language. 4. nonverbal forms of expression, as
  the vocabulary of the painter. 5.(cap.) a subtest
  of several intelligence and reading test. See
  also lexical item.
• Harris, R.L., Hodges, R.E. (1995). The literacy
  dictionary A vocabulary of reading and writing.
  Newark, DE international Reading Association.

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Think about

• It is estimated that 25 to 50 of annual
  vocabulary growth can be attributed to incidental
  learning from context while reading.
• Allen, J. (1999). Words, words, words. Portland,
  ME Stenhouse Publishers.

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This means

• Teachers need to provide opportunities for
• extensive reading
• instruction in learning from context
• context of longer texts and
• multiple exposures to the same word.
• There must be repeated exposures, at least 15-20,
  according to Blachowicz and Ogle (2001)!
• Allen, J. (1999). Words, words, words. Portland,
  ME Stenhouse Publishers.
• Blachowicz, C., Ogle, D. (2001). Reading
  comprehension. New York Guilford
• Press.

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Making ConnectionsWord Choice

• Emphasize how words are connected to one another
  rather than simply memorizing definitions.
• Enrich word learning by showing students how new
  words relate to familiar concepts.
• Vacca, R. (2004). Real-world vocabulary. The art
  of teaching Special issue.
• Instructor. pp. 14 15.

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Making Connections Analogies

• Analogies help students make that link between
  new words/concepts to familiar words/concepts.
• Analogies are thinking skills demonstrated by
  students when they can give examples similar to,
  but not identical to a target example.
• You mean its like?
• For example, the Internet is analogous to the
  post office (because in both, multimedia
  information is delivered to specific addresses).

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Analogy Graphic Organizer

• How Does It Work?
• 1. Determine what students already know to
  establish a relationship to the concept can act
  as a bridge to the new concept.
• 2. Introduce the Analogy Graphic Organizer and
  brainstorm specific characteristics or properties
  common to both concepts and enter these in the
  similarities column.
• Ask the students how the two concepts are
  different and enter these in the differences
  column.
• Buehl, D. (2001). Classroom strategies for
  interactive learning. (2nd ed.). Madison, WI
  International Reading Assocaion.

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Analogy Graphic Organizer

• Discuss with students further categories that
  make up the basis for comparison.
• 5. Discuss with students the categories that
  form the basis for the relationship between the
  concepts and fill out the section on Relationship
  Categories.
• Have students write a summary about the
  similarities of new concept and familiar concept
  using the completed Analogy Graphic Organizer.
• Buehl, D. (2001). Classroom strategies for
  interactive learning. (2nd ed.). Madison, WI
  International Reading Assocaion.

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Analogy Graphic Organizer
SAMPLE
kohlrabi
cabbage/turnip
Similarities
Differences
Thickening stem
Sweet, broccoli/cucumber flavor
Can eat raw or cooked
Turnip-not a root veggie
Easy to grow
Looks like a turnip
Purple or green skinned types creamy white flesh
Cabbage-Not a root vegetable
Not commonly eaten
Can eat the greens
Relationship Categories
Part of the Krassica family, utilized for
medicines, desserts and pies, snack food,
refreshing salads, adornment, and enticing
vegetable entrees.
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(No Transcript)
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Analogy Graphic Organizer
Lets Try it!
Buehl, D. (2001). Classroom strategies for
interactive learning. (2nd ed.). Madison, WI
International Reading Assocation.
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Additional research

• Struggling readers need to spend a lot of time
  reading, but they also need the teacher to show
  them how readers make sense out of unknown words.
  
• (Read aloud, shared reading, guided reading,
  and independent reading)
• Students with poor vocabularies, including
  diverse learners, need strong and systematic
  educational support to become successful
  independent word learners.

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Word StudyObservation Guide Book

• Open up the Observation Guide Book to the section
  on Word Study.

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What is the Purpose of Word Study?

• It allows students to make logical decisions
  about the way they think about elements in words,
  including their sound, pattern, meaning, and use.
  
• Examine words to discover the regularities and
  patterns
• Rules of English orthography needed to read and
  spell.
• Active process whereby students categorize words
  and pictures according to the likenesses and
  differences they see in them.
• Bear, D. R., Invernizzi, M., Templeton, S.,
  Johnson, F. (2000). Words their way.
• Upper Saddle River, NJ Prentice Hall.

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Developmental Stages ofWord Study
Alphabet--------------------Pattern---------------
------Meaning
Bear, D. R., Invernizzi, M., Templeton, S.,
Johnson, F. (2000). Words their way. Upper
Saddle River, NJ Prentice Hall.
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RESEARCH SAYS

• Word Study is not the same for everyone.
• Multiple exposures to the same word are
  important.
• There must be repeated exposures, at
• least 15-20, according to Blachowicz
• and Ogle (2001)!

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What are some strategies that support multiple
exposure to words?

• List the strategies you used in your
  classroominclude strategies you have seen.
• Categorize the strategies.
• Follow-upsmall group sharing.

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Why Categorize?

• Helps organize new concepts and experiences to
  previously learned concepts
• Aids in remembering and reinforcing new words
• A simple strategy to help to introduce the
  concept of categorizing is
• List-Group-Label (LGL)

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List-Group-Label

• What is it?
• Designed to encourage students to improve
  vocabulary and categorizing skills
• Organize their verbal concepts
• Remember and reinforce new vocabulary
• It can be used Before Reading.
• What do they know?
• It can be used After Reading.
• What did they learn?
• Tierney, R.J., Readence, J.E. (2000). Reading
  Strategies and Practices. (5th ed.). Needham
  Heights, MA Pearson Education Company.

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List-Group-Label

• How Does It Work?
• 1. Listing. The teacher begins the LGL lesson by
  selecting one or two word topics to serve as a
  stimulus for listing words. Brainstorm words or
  expressions related to the topic.
• 2. Grouping/Labeling. The teacher reads the list
  orally and asks the students to group and label
  this list to make smaller lists. List should
  consist of words that have something in common
  with one another each group should have at least
  three words.
• 3. Follow-up. The teacher solicits and records
  categories of words and their labels from
  students, one grouping at a time, sharing with
  the whole group.
• Tierney, R.J., Readence, J.E. (2000). Reading
  Strategies and Practices. (5th ed.). Needham
  Heights, MA Pearson Education Company.

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List Volcano
SAMPLE

• lava Mt. St. Helens eruption
• explosion ash

rocks destruction magma Pompeii fire deat
h earthquake dust smoke heat Krakatoa cinders
molten Tierney, R.J., Readence, J.E.
(2000). Reading Strategies and Practices. (5th
ed.). Needham Heights, MA Pearson Education
Company.
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Grouping/Labeling
SAMPLE

• Lava, ash, rocks
• things emitted from a volcano
• Mt. St. Helens, Krakatoa, Pompeii
• famous volcanoes
• Tierney, R.J., Readence, J.E. (2000). Reading
  Strategies and Practices. (5th ed.). Needham
  Heights, MA Pearson Education Company.

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Follow-up
SAMPLE

• 1. Lava, ash, rocks, dusts, smoke
  
• things emitted from a volcano.
• 2. Mt. St. Helens, Krakatoa, Pompeii
• famous volcanoes.
• 3. Explosion, destruction, death, earthquake
• results of a volcanic eruption.
• 4. Lava, fire, cinders, molten, magma
• hot volcanic parts.
• Tierney, R.J., Readence, J.E. (2000). Reading
  Strategies and Practices. (5th ed.). Needham
  Heights, MA Pearson Education Company.

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List-Group-Label
Lets Try it!

• List
• Vegetables
• Grouping/Labeling
• Group Categorize your vegetables
• Follow-up
• Share your categories.

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The next level of categorizing

• Semantic Feature Analysis
• Helps organize students knowledge.
• Improves vocabulary and categorizing.
• Promotes understanding of similarities and
  differences in related words.
• Helps students expand and retain content area
  vocabulary and concepts.
• Tierney, R.J., Readence, J.E. (2000). Reading
  Strategies and Practices. (5th ed.). Needham
  Heights, MA Pearson Education Company.

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Semantic Feature Analysis

• What Is It?
• With a Semantic Feature Analysis chart or grid,
  one can examine related concepts but make
  distinctions between them according to particular
  criteria across which the concepts can be
  compared.
• Tierney, R.J., Readence, J.E. (2000). Reading
  Strategies and Practices. (5th ed.). Needham
  Heights, MA Pearson Education Company.

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Semantic Feature Analysis

• How Does It Work?
• 1. A set of words/concepts is listed down the
  left side and criteria or features are listed
  across the top
• 2. If the word/concept is associated with the
  feature or characteristic, the student records a
  Y or a (plus-sign) in the grid where that
  column and row intersect. If the word/concept is
  not associated with the feature or
  characteristic, the student records an N or -
  (minus-sign) in the corresponding square on the
  grid.
• Tierney, R.J., Readence, J.E. (2000). Reading
  Strategies and Practices. (5th ed.). Needham
  Heights, MA Pearson Education Company.

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Semantic Feature Analysis
SAMPLE
Lets Try It!
-------Features-----------------------------------
--
-----------------Words-------
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Semantic Feature Analysis
Category/Topic ____Vegetables______
Lets Try it!
-------Features-----------------------------------
--
-----------------Words-------
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Professional Reading

• During Reading
• -Form Teams of 4.
• Independently silent read until the end of
  Specific for the Alternative Instructional Unit
  on the bottom of page 456 from the article
  Teaching vocabulary within the context of
  literature Journal of Reading, 386, (March
  1995).
• Use the Vocabulary Marker strategy to write new
  words or concepts you come across while silently
  reading.
• Be prepared to share and discuss with your team
  your choice of words.

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Professional Reading

• After Reading
• -In Teams
• Discuss and share your word choice.
• Select three words in each of the following
  categories
• The words must not be established in your
  vocabulary.
• The words must be used in the selection.
• The words must accurately describe a key
  character, important event, idea, or theme in the
  selection.
• Post your teams three words and reasons for word
  choice.
• Select a reporter to share your teams findings
  with the whole group.
• Whole Group share and discuss.

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Anticipation Guide forWord Study Vocabulary

• After Reading
• Individually
• Fill out the After Reading section of the
  Anticipation Guide.
• Answers to the Anticipation Guide.
• Any surprises?? Circle themreflect.

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How can you take it back to your school?

• 1. List activities and practices that are common
  in your school or that you have seen
• If unknown- What do you forecast?
• 2. Decide on one activity to take back
• From todays presentation
• 3. How will you take it back to your school?...
  
• Lets look at the PD Planning Guide.
• Six Steps

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Word Study Vocabulary

• Office of Literacy, Grades 4- 8