Six strategies

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Six strategies

• 1. Read the description of the practice you were
  given. Think of one way you might use it in your
  classroom.

• 2. Meet with colleagues who have the same
  practice description. Discuss ways it might be
  used.

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Six strategies-continued

• 3.  Form a new groupeach person must have a
  description of a different practice. Decide
  which ONE would be the most useful in unlocking
  content.

•  4.  When cued, return to your original group.
  Discuss which practice if any was selected most
  often as the most useful? Why?

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VOCABULARY DEVELOPMENT

• Research and Practice

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Vocabulary Development Objectives

• Complete a jigsaw activity related to 6 more
  frequently recommended practices and evaluate
  usefulness in acquiring content and skills.
• Examine research and practice related to
  vocabulary development.
• Read a recent article and evaluate usefulness of
  the information for acquiring content and skills.

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Sources

• Classroom Instruction That Works
• McREL, 2001, pp. 123-129
• Ed Leadership, ASCD, 4/04, pp. 66-69
• Improving Reading, Kendall-Hunt, 1997,
• pp 178-197
• Teaching Reading in the Content Areas, McREL,
  1998, pp. 70-89
• The Pikes Peak Literacy Strategies Project
  February, 2005 pp 30-36 http//www.wpsdk12.org/pp
  lsp/
• http//www.nifl.gov/ The National Institute for
  Literacy

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Vocabulary the words we must know to
communicate effectively.

• Oral Vocabulary Words we use in speaking or
  recognize in listening.

• Reading Vocabulary
• Words we recognize or use in print.

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Vocabulary can be developed

• Indirect Instruction
• Students
• engage in oral language,
• listen to adults and
• read extensively on their own

• Direct Instruction
• Students
• are taught individual words
• Are taught word learning strategies

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Research says (McREL, p.292 ff)

• To learn a new word in context (without
  instruction), students need to be exposed to the
  word at least 6 times before they have enough
  experience with the word to ascertain and
  remember its meaning.

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Instruction makes a difference

• Students who had prior instruction on words were
  about 33 more likely to understand new words
  encountered during reading than did students who
  had no instruction.

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Use an image

• Studies support the powerful effects of
  associating mental images or symbolic
  representations with words being learned.

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Research says

• Direct instruction enhances achievement.

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More on direct instruction

• Effects of Instruction are even more powerful
  when the words selected are those students will
  likely encounter when learning new content.

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Classroom practice

• Identify terms and phrases that are critical to a
  topic.

• Limit the number of critical terms and phrases
  for any given topic.

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One process for teaching

• Step 1 Present students with brief
  explanation/description.
• Example laissez-faire
• A hands off policy the government does not
  interfere with business.

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Step 2

• Present students with a non-linguistic
  representation.

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Steps 3 and 4

• Ask students to generate their own explanations
  or descriptions of the term or phrase.
• Ask students to create their own non-linguistic
  representation of the term or phrase.

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Step 5

• Periodically ask students to review the accuracy
  of their explanation/ description and
  representation.

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3 minute pause
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What research says
Multiple exposures to new words in various
contexts facilitate a deep understanding and
use of new vocabulary.(McKeown, Beck, Omanson,
Pople, 1985). Student initiated
conversations about words heard and read in
context strongly support new vocabulary
learning (Dickinson Smith, 1994).
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What research says

• On average, children can acquire and retain 2-3
  new words a day when taught in context and
  followed with explanations (Biemiller, 2001).
• Providing contextualized sample sentences
  with new words bolsters understanding (Scott
  Nagy, 1997).

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Pre-teaching of target words in context
facilitates acquisition and comprehension.
(Brett, Rothlein, Hurley, 1996).
Pre-teaching vocabulary in the content areas
increases comprehension (Carney, Anderson,
Blackburn, Blessing, 1984). Mixing a
definition and contextual approach works better
than using either approach exclusively (Kolich,
1991).
What research says
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What research says

• Computer assisted instruction has positive
  results on vocabulary acquisition (Reinking
  Rickman, 1990).
• Factors that affect the acquisition of new
  vocabulary words are utility, application, and
  memory load (Bruland, 1974).

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Expose students to new vocabulary indirectly by
1) reading aloud to all ages and pointing out
special words found in the text, 2)
encouraging students to read extensively on their
own, and 3) encouraging rich classroom
discussions and applications of old and new
concepts. Include two types of direct
instruction in vocabulary 1) definitions of
specific words, and 2) information about word
parts (roots, bases, and affixes).
Best Practices in Instruction
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Best Practices in Instruction

• Pre-teach unfamiliar vocabulary before asking
  students to interact with text independently.
• Enable extended use of new words through
  engagement in a variety of activities utilizing
  the new words.
• For strategic readers, teach how to attend to
  text structure clues. This can enable readers to
  access word meaning from the text structure.

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Best Practices in Instruction

• Choose words that have a meaningful application
  for the students.
• Teach the applications of practical Latin and
  Greek affixes to older students to support
  vocabulary in the content areas.
• Use a variety of instructional activities to
  promote participation and enthusiasm.
• Provide frequent review applications to
  facilitate retention through repeated exposure.
• Develop teacher-made assessments that are
  specific to the new vocabulary in context.

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Best Practices in Instruction
Encourage deep processing through -
relating explanations to personal experience -
classifying and relating words - connecting
words to prior knowledge - developing graphic
representations of concepts words represent -
using words in various contexts and contents
across the curriculum - finding synonyms and
antonyms.
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Vocab is important because

• Beginning readers use their oral vocabulary to
  make sense of the words they see in print.

• Readers must know what most of the words mean
  before they can understand what they are reading.

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Final words

• There is a strong relationship between vocabulary
  and
• Intelligence
• Ones ability to comprehend new info
• Ones level of income