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Vocabulary: Defining Best Practice in Reading First Schools Part 2 Georgia Reading First

Vocabulary: Defining Best Practice in Reading First Schools Part 2 Georgia Reading First. Today’s Goals. Learn about scientifically-based instructional approaches (in addition to read-alouds) Discuss how these approaches are being (or could be) implemented in Reading First schools.

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Vocabulary: Defining Best Practice in Reading First Schools Part 2 Georgia Reading First

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  1. Vocabulary: Defining Best Practice in Reading First Schools Part 2 Georgia Reading First

  2. Today’s Goals • Learn about scientifically-based instructional approaches (in addition to read-alouds) • Discuss how these approaches are being (or could be) implemented in Reading First schools

  3. In addition to read-alouds, what are some of the most effective ways of teaching vocabulary?

  4. Some Research-Based Techniques • Semantic Feature Analysis • Graphic Organizers • List-Group-Label • Semantic Maps (word webs) • Word Lines • Word Sorts

  5. As we examine these approaches, think about how well your core incorporates each one. (We’ll come back to this question!)

  6. A Closer Look at Definitions golf

  7. golf n. a good walk spoiled (Mark Twain) 2. a game in which a player using special clubs attempts to sink a ball with as few strokes as possible into each of the 9 or 18 successive holes on a course (Webster)

  8. a game in which a player using special clubs attempts to sink a ball with as few strokes as possible into each of the 9 or 18 successive holes on a course

  9. class distinguishing features a game in which a player using special clubs attempts to sink a ball with as few strokes as possible into each of the 9 or 18 successive holes on a course

  10. class distinguishing features a game in which a player using special clubs attempts to sink a ball with as few strokes as possible into each of the 9 or 18 successive holes on a course

  11. Semantic Feature Analysis

  12. humans adult female woman + + man + o girl o + boy o o

  13. games clubs ball o golf+ + hockey + o basketball o +

  14. games clubs ball o golf + + hockey + o basketball o +

  15. games clubs ball golf + + hockey + o basketball o +

  16. games clubs ball golf + + hockey + o basketball o +

  17. games clubs ball golf ++ hockey + o basketball o +

  18. games clubs ball golf ++ hockey+ o basketball o +

  19. games clubs ball golf ++ hockey+o basketball o +

  20. games clubs ball golf ++ hockey+o basketballo +

  21. games clubs ball golf ++ hockey+o basketballo+

  22. Characters Wise Adventurous Frog Toad Curious George

  23. Graphic Organizers

  24. A graphic organizer is a diagram that shows how key terms are related.

  25. What’s so great about them? • They help kids “see” abstract content. • There is little to “read.” • They are easy to construct and discuss. • Technical terms can be taught in clusters. • They enhance recall and understanding. • They have an impressive research base.

  26. Time Lines

  27. Columbus Pilgrims American reaches land at RevolutionNorth America Plymouth begins 1500 1600 1700 1800

  28. egg adult larva pupa

  29. Tree Diagrams

  30. Musical Instruments wind nonwind brass woodwind string percussion trumpet clarinet violin drum

  31. Venn Diagrams

  32. Frog and Toad Curious George No people Animal Characters Could happen Animals talk

  33. antennae leg thorax wing abdomen Labeled Picture

  34. List-Group-Label Hilda Taba

  35. List Students brainstorm all the words they can recall at the end of a unit. Group Students suggest logical ways to group the words. Label Students suggest a label for each group they form.

  36. Kinds of Snakes garter boa copperhead cobra coral Things Snakes Might Have rattle scales fang no legs venom tail Where Snakes Are Found trees holes ground no legs garter boa venom cobra fang scales coral tail rattle copperhead trees holes ground

  37. Semantic Maps (Word Webs)

  38. Brainstorming Students offer ideas related to a topic. Mapping Teacher and students form categories and map the words into a diagram. Reading Students read a nonfiction selection. Completing the Map Teacher and students revisit the map and together refine and expand it.

  39. Kinds of Snakes garter boa copperhead cobra coral Things Snakes Might Have rattle scales fang no legs venom tail Where Snakes Are Found trees holes ground no legs garter boa venom cobra fang scales coral tail rattle copperhead trees holes ground

  40. rattle no legs scales venom fang tail Things Snakes Might Have Snakes Kinds Where garter boa copperhead cobra coral trees holes ground

  41. Semantic maps have the advantage of mirroring how words are stored in the lexicon.

  42. animal mammal “meow” c-a-t cat dog 4 legs /kat/ pet lion

  43. Word Lines

  44. hot tepid coldswelteringchilly

  45. Word Sorts

  46. Open Sort Categories are not given. thorax pupa abdomen antennae wing larva adult head egg leg

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