Enhancing Vocabulary Instruction Secondary Curriculum, Instruction, and Assessment

1. Enhancing Vocabulary InstructionSecondary Curriculum, Instruction, and Assessment

2. Session Goals • Discuss strategies in which vocabulary is acquired and retained. • Explain important features of vocabulary instruction. • Model strategies for teaching vocabulary to secondary students.

3. Background • Students need multiple (40-57) exposures to new vocabulary to truly internalize it (Vogt, 2009) • Students should be active in developing their understanding of words and ways to learn them (Blachowicz & Fisher, 2000) • Students should be immersed in words (word walls, personal dictionaries) (Blachowicz & Fisher, 2000)

4. Show What You Know! Determining Prior Knowledge (AVID, p. 20) http://www.online-stopwatch.com/

5. Show What You Know! Check Your Answers:

6. High School Vocabulary How do students learn and retain Academic Vocabulary? (AVID, p. 34, 36) • regular practice, immersion • word games

7. Regular Practice/Immersion Create Word Walls -different categories, concepts, text words -include NLR (Marzano) Review Frequently -in sentences -point out in readings

8. http://www.freerice.com/ Play Games Take online voc. quizzes Word Games http://sheppardsoftware.com/web_games_vocab.htm http://quizlet.com/subject/english/

9. Regular Practice/Immersion Strategies • Word Walls • Morphemic Analysis • Word Maps

10. Word Walls A display area in the classroom strictly devoted to high-frequency vocabulary that will be used/is being used during the course of a particular unit of study. • Interactive • Related to Writing/Reading activities • Across content areas

12. Word Walls:Academic Vocabulary When should students learn and retain Academic Vocabulary? (AVID, p. 34) Every time students read a text: • Teacher: previews text to determine key words that students will learn. • Students: record unknown words in their notes or student handout • “Keeping Track of New Vocabulary” (AVID, p. 40).

13. Morphemic Analysis of Word Parts • Requires students to break multisyllabic words into meaningful parts. • Determines the meaning of the word by analyzing the meaning of its parts. • Combinesthe meanings of the word parts to form the meaning of the unknown word. • Increases recognition of prefixes, suffixes, and root words. • Handout available: “Morphemic Analysis” H.O., #7

14. Morphemic Analysis of Word Parts Map Word Parts + Meaning Your Sentence using the Word

15. Word Maps • Graphic organizers, like the Frayer Model, used to define words and later used as a study tool. • Pre-Reading Strategy to introduce key vocabulary words • www.visuwords.com

16. Word Maps • Allow for an examination of semantic categories that are critical for understanding a text or lesson. • Categories can be used to: • introduce words that will appear in the text or lesson • discuss the power of words as enhancers of or deterrents to text comprehension. • Hand-out #16

17. Sample Word Map

18. Explicit Instruction: A Three-step Process I Do: Model/think aloud WE Do: Guided Practice YOU Do: Monitored independence practice (Archer, Isaacson, & Peters, 1998)

19. Word Maps are effective for Special Populations because they can be: Included pictures and words, appropriate for students with lower levels of proficiency. Completed cooperatively, providing needed interaction. Used as an assessment tool. Adapted from: Building Connections in the Content Areas through Sheltered Instruction Texas Education Agency

20. Word Maps are effective for Special Populations because they : • Provide details about the term or concept through the characteristics of the word. • Use examples and non-examples to provide clarity. • Allow clarifications to be made in the student’s native language (ELL). • Help students better understand content concepts.

21. Games and Adaptations

22. “VOCAB” aka “BINGO” The traditional way: • Teacher reads aloud the definition. • Students mark the word on VOCAB card (s). Modification: • Teacher calls out vocabulary word • Students match it with picture/visual (example of figurative language) • Source: http://print-bingo.com/bingo-cards-custom.php

23. Crossword Puzzles • Clues can be definitions or applications for vocabulary words. • Word searches are useful for ELLs to pay close attention to the spelling of new words. • Assignments can be completed independently, in small groups, whole group or for homework. • http://puzzlemaker.discoveryeducation.com/

24. Literary Devices Across 2. Uses the five senses to describe setting/character/etc 7. Direct comparison between two unlike things 10. The use of words to imitate sound or rhythm 11. Comparison between two unlike things that states one thing is like another 12. A brief scene that goes back in time 13. The repetition of initial consonant sounds 14. How the reader feels Down 1. Helps reader predict outcomes 3. Implied or indirect reference to something outside the story/poem 4. An extreme exaggeration 5. Giving human qualities to a non-human/inanimate object 6. Using an object or an idea to represent something else 8. How the author feels 9. Author's word choice 14 of 14 words were placed into the puzzle. Created by Puzzlemaker at DiscoveryEducation.com, sponsorship by Scotch.

25. Swat it! / Spot Light • Vocabulary competition • List or pictures of vocabulary are projected/written on the board. • How: • Two students participate at a time. • Teacher calls out definition. • Student who “swats” or “spot lights” the term first earns a point.

26. Let’s Play “Swat It”!

27. Foldables Adapted from: Building Connections in the Content Areas through Sheltered Instruction Texas Education Agency

28. Exit Ticket Think of the strategies and techniques shared today and the pre-assessment you completed earlier. Write down something you will incorporate within the next two weeks.

29. The Secondary Literacy Curriculum, Instruction, and Assessment Department wants to THANK YOU!