Vocabulary-Leslie

8/7/2019 Vocabulary-Leslie

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Vocabu la r y Acqu i s i t ion and D eve lopment ' c w ^ ^M e d 6 0 6 0 P r e s e n t a t i o n by L e s l i e B u r t on F e b r u a r y 22, 2011

S h o w i t

C o n n e c t i t De f i n e i t

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W h a t to t e a c h ?Vocabu lary ins t ruc t ion is NOT. . . Teach ing the pronunc iat ion of w o r d s or t eac h i n g w o rds c h i l d ren a l r eady k n o w .

S tudent ' s need to i n c reas e v o c ab u l a r i e s by 2000-3500 w o rds p e r y ea r w h i c h is 17 w o r d s e a c h d a y - B i g t a s k!I s a b e l B e c k ' s 3 T i e r s of V o c a b u l a r y w o r d s :T i e r On e W o r d s - w o rds t h a tch i ldren learn jus t by ev e ry dayl i v ing . We do not n eed to t eac ht h es e .

T i e r T w o W o r d s - w o rds t h a tare l ikely to ap p ear f r equ en t l yin a w i de v a r i e t y of tex t s and inthe wr i t ten and ora l l anguageof m ature language u sers .T E A C H t h e s e w o r d s in m o r ed e p t h .

T i e r T h r e e W o r d s - w o rdst h a t are content spec i f i c andnot l ikely to en c o u n t e r v e r yo f t e n . We t eac h t h es e w h enw e are s tudy ing someth ing thatr equ i r e s t h es e w o rds forc o m p r e h e n s i o n .

H ow to t e a c h ?I n c i d e n t a l I n s t r u c t i o n - I V o r d environment!

Read a louds Tea cher ta lk

E x p l i c i t I n s t r u c t i o n - Teach it! 8 -10 w o rds p e r w eek Relate to k n o w n w o r d s


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''r\'.:- R ef e r en ce s : \ v- yA l l e n , J . ( 1 9 9 9 ) . Words, words, words: Teaching voca bulary in grades 4-12. Pon\an6, ME: S t e n h o u s e

P u b l i s h e r s .B a u m a n n , J. F. & K a m e ' e n u i , E. J. ( 2 0 0 4 ) . Vocabular y instruction: Research to practice (eds.). New

Y o r k , NY: G u i l f o r d P r e s sB e c k , I. L., M c K e o w n , M. G., & K u c a n , L. ( 2 0 0 2 ) . Bringing words to life: Robust vocabulary instruction.

N e w Y o r k , NY: G u i l d f o r d P r e s s .

B i a n c a r o s a , G. & S n o w , C. E. ( 2 0 0 4 ) . Reading nextA vision for action and research in middle and highschool literacy: A report to carnegie corporation of new york. W a s h i n g t o n , DC: A l l i a n c e forE d u c a t i o n .

B l a c h o w i c z , C. & F i s h e r , P. J. ( 2 0 0 6 ) . Teaching vocabulary in all classrooms (3"' ed.). U p p e r S a d d l eR i v e r , NJ : P e a r s o n E d u c a t i o n , Inc.

B r o m b e r g , M. & L i e b b , J . ( 1 9 9 3 ) . Hot w o r d s for S A T - I : The 350 w o r d s you n e e d to k n o w . H a u p p a u g e ,N Y : B a r r o n ' s E d u c a t i o n a l S e r i e s , Inc.

D i a m o n d , L. & G u t l o h n , L. ( 2 0 0 6 ) . Vocabulary handbook. B e r k e l e y , CA: C O R E ( C o n s o r t i u m on R e a d i n gE x c e l l e n c e ) , w w w . c o r e l e a r n . c o m , o . .

E s t e s , T. H., M i n t z , S. L, & G u n t e r , M. A. ( 2 0 1 1 ) . Instruction: A models approach (6^^ ed.). B o s t o n , MA:P e a r s o n E d u c a t i o n , Inc.

H o n i g , B., D i a m o n d , L., & G u t l o h n , L ( 2 0 0 0 ) . Teaching reading: Sourcebook for kindergarten througheighth grade. N o v a t e , CA: A r e n a P r e s s .

J o h n s o n , D. D. ( 2 0 0 1 ) . Vocabulary in the elementary and middle school. N e e d h a m H e i g h t s , MA : A l l y n& B a c o n .

O s b o r n , J . , L e h r , F., & H i e b e r t , E. H. ( 2 0 0 4 ) . Research-based practices in early reading series: A focuson vocabulary. H o n o l u l u , HI: P a c i f i c R e s o u r c e s for E d u c a t i o n an d L e a r n i n g . A d d i t i o n a l c o p i e sm a y b e d o w n l o a d e d a t w w w . p r e l . o r g / p r o g r a m s / r e l / r e l . a s p ;s i ,

W e b s i t e s


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An ins t r uc t iona l S equence fo r E xp l i c i t l y Teach ing Cr i t i ca l Wor ds toS u p p o rt R e a d i n g F l u e n c y a n d L e s s o n C o m p r e h e n s i o n ( G r a d e s 4 - 1 2 )1 ) C o n t e x t u a l i z e t h e w o r d f o r s t u d e n t s .

This article focuses on development of students' aca demic English lexicon through wide reading andexplicit instruction. Lexicon is a formal w ord rarely used in casual conversational English. It is atechnical word used by dictionary authors and teachers who conduct research on how children learnvocabulary. y- y...^,,,..

2) G u i d e s t u d e n t s in r e a d i n g a n d p r o n o u n c i n g t h e w o r d s e v e r a l t i m e s .Say the word lexicon a fter me: first slowly in parts (lex' i con), now quickly (lexicon). ' -C a l l o n 3 -4 i n d i v i du a l s t u d en t s t o s ay t h e w o r d , t h en as k t h e en t i r ec l a s s t o r ep ea t t h e w o rd o n e m o r e t i m e : J en a-Z ex / c o n , J o s e-Z ex / ' c on , : ' .Rick-lexicon, all together-lexicon.

3 ) P r o v i d e a r e l a t i v e l y b r ie f , s t u d e n t - f r i e n d l y e x p l a n a t i o n . U s e f a m i l i a rv o c a b u l a r y , w o r d s e v e r y s t u d e n t w o u l d u n d e r s t a n d a n d c l a r i f y t h ep a r t o f s p e e c h .The word lexicon is a concrete noun, a thing, something a person could have.The word lexicon is related to vocabulary. It is a collection of words.Technically, the term lexicon is usually used in two specific contexts:1) to refer to all of the words used in a particular langua ge, for exam ple

Spanish2) to refer to the specialized vocabulary used by people who share a

comm on interest, hobby or profession.4 ) P r o v i d e a v i s u a l r e p r e s e n t a t i o n o f t h e w o r d a n d / o r a n i l l u s t r a t i v e

" s h o w i n g " s e n t e n c e .Showng sentence: K-12 teachers have a lexicon, including specialized terms . . . .not widely used in other professions such as inservice, scaffolding an dstandards-based. -r- : -

5 ) R e p h r a s e t h e s i m p l e d e f i n i t i o n / e x p l a n a t i o n ( a n d a d d a s e c o n d / t h i r de x a m p l e ) , a s k i n g s t u d e n t s t o c o m p l e t e t h e s t a t e m e n t b y c h o r a l l ys t a t i n g t h e w o r d .If you want to order a decent cup of coffee in a trendy cafe, you had bestlearn to distinguish between a n America no, a latte and a cappuccino because , :these are critical distinctions in the coffee ma ster or barista ( S t u d e n t s ,r ep ea t l e x i co n ) . . . . . .

6 ) D e e p e n u n d e r s t a n d i n g a n d s t r u c t u r e s t u d e n t s ' o r a l a n d w r i t t e n u s e o f t h e n e ww o r d w i t h f o c u s e d q u e s t i o n s / t a s k s t o a s s e s s i f s t u d e n t s g r a s p t h e m e a n i n g .


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Knowledge Rating SheetCheck ^your knowledge level foreach of these terms:

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Never evenseen/heard Heard/seendon't know Heard/seenkind of know Know itcanexDJain/use

contextdyslexiafricative

mnemonic

prosody

'" SemanticFeature Analysis' for eac/i mrd read across the table placing , or ? for each characteristic

SHELTER large expensive many rooms urban countrytipi (tepee) 1-villa 4- f-casa colonicaapartmenthigh rise


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ABC Brainstorming, , ' ' 4

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A G S

B H N T

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D J P V

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F L R X YZ

2 0 06 EducationOas i s http:/ / www.eclucationoasis.com May be reproduced for classroom use only.


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E.22 W ord J arsWords that warm my heart!

Copyr ight 1999 J an e t A l l en , Words, Words, Words. Stenhouse Pub l i shers .

Words that calm my fears!

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Vocabulary-Leslie