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Improving Vocabulary Instruction  TED 406 Teaching Secondary Reading Jill Aguilar
Overview ,[object Object],[object Object],[object Object],[object Object]
How many words do students need to know? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
What does it mean to know a word? ,[object Object],[object Object],[object Object],[object Object]
What does it mean to know a word? ,[object Object],[object Object],[object Object],[object Object],[object Object]
What does it mean to know a word? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
What you have to know about words ,[object Object],[object Object],[object Object],[object Object],[object Object]
Four-Part Vocabulary Program  Graves, M.F. (2006).  The Vocabulary Book: Learning and Instruction. ,[object Object],[object Object],[object Object],[object Object]
Components of a Comprehensive Approach to Vocabulary Instruction  Stahl, S.A. & Nagy, W.E. (2006).  Teaching Word Meanings. ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Four Essential Classroom Components ,[object Object],[object Object],[object Object],[object Object]
Teaching Specific Words ,[object Object],[object Object],[object Object]
Teaching Independent Word Learning Strategies ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
[object Object],Vacca, R. T., & Vacca, J. L. (2008).   Content Area Reading: Literacy and Learning Across the Curriculum  p. 142 .  Boston: Pearson, Allyn and Bacon.
Selecting Words to Teach  (Graves 2006) ,[object Object],[object Object],[object Object],[object Object]
Usefulness and Frequency  (Beck 2002) ,[object Object],[object Object],[object Object]
Some Criteria for Identifying Tier Two Words (Beck et al., 2002, p. 19) ,[object Object],[object Object],[object Object]
Types of Vocabulary Found in Textbooks ,[object Object],[object Object],[object Object],Vacca, R. T., & Vacca, J. L. (2008).   Content Area Reading,  p. 145 .
Which content areas include the terms in the lists below? Vacca, R. T., & Vacca, J. L. (2008).   Content Area Reading,  p. 145 . octogon hemisphere decagon hexagon bisect equilateral quadrilateral pentagon polyunsaturated glycogen monosaccharide hydrogenation enzymes lyzine cellulose metaphor allusion irony paradox symbolism imagery simile prestissimo adagio larghetto presto allegro largo andante tempo nationalism imperialism naturalism instrumentalism isolationist radicalism fundamentalist anarchy
Why Not Teach All Unknown Words in a Text? (Armbruster, Lehr, & Osborn, 2001) ,[object Object],[object Object],[object Object],[object Object]
[object Object],[object Object],Sublist 1 analyze approach area assess assume authority available benefit concept consist constitute context contract create data define derive distribute economy environment establish estimate evident export factor finance formula function identify income indicate individual interpret involve issue labor legal legislate major method occur percent period policy principle proceed process require research respond role section sector significant similar source specific structure theory vary Coxhead, A. (2000). A new academic word list.  TESOL Quarterly, 34,  213-238.
Teaching Independent Word Learning Strategies ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Examples of morphologically rich families* ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],*Coxhead, A. (2000).  A new academic word list.  TESOL  Quarterly,  34, 213-238.
Examples of “strong” cognates:  1st Sub-List of the Academic Word List ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
The danger of relying on context  ,[object Object],[object Object],[object Object],[object Object]
Characteristics of Effective Vocabulary Instruction  Marzano, R.J.   (2004).  Building Background Knowledge for Academic Achievement. ,[object Object],[object Object],[object Object]
Characteristics of Effective Vocabulary Instruction  Marzano, R.J.   (2004).  Building Background Knowledge for Academic Achievement. ,[object Object],[object Object],[object Object]
Characteristics of Effective Vocabulary Instruction  Marzano, R.J.   (2004).  Building Background Knowledge for Academic Achievement. ,[object Object],[object Object]
Six Steps to Effective Vocabulary Instruction  Marzano, R.J.   (2004).  Building Background Knowledge for Academic Achievement. ,[object Object],[object Object],[object Object]
Six Steps to Effective Vocabulary Instruction  Marzano, R.J.   (2004).  Building Background Knowledge for Academic Achievement. ,[object Object],[object Object],[object Object]
Teaching Specific Words
Teaching Specific Words ,[object Object],[object Object],[object Object]
New Meanings for Known Words ,[object Object],[object Object],[object Object]
Introducing New Meanings ,[object Object],[object Object],[object Object]
Introducing New Meanings ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
New Words for Known Concepts ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Keyword method ,[object Object],[object Object]
Synonyms and Antonyms Example:  persuade hinder induce sweet-talk suppress convert brainwash prevent affect win over dissuade sway convince Antonyms Teachers’ Synonyms Students’ Synonyms
What Am I? Term:  license But you will find me… You will not find me… But I can… I can’t… But I do have… I don’t have… But I am… I am not…
Context Procedures ,[object Object],[object Object],[object Object],[object Object]
Context Procedures ,[object Object],[object Object],[object Object],[object Object]
Now you…
New Words for New Concepts ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Strategies that focus on
Concept/Semantic Map Causes Gangs Broken homes Media violence Bullying Money Being a kid  Juvenile hall Probation Community service Adult prison Death penalty Tagging Drugs Columbine Drive-bys Murder Juvenile Crime Kinds of Crime Punishment Interconnected concepts
Semantic gradient ,[object Object],[object Object],Interconnected concepts
List, Group, Label ,[object Object],[object Object],[object Object],Interconnected concepts
Structured Overview Superordinate Concept Coordinate Concept Coordinate Concept Subordinate  Subordinate  Subordinate  Subordinate Concept Concept Concept Concept Interconnected concepts
Structured Overview Polygon Triangle Quadrilateral Rhombus Square  Rectangle Interconnected concepts
Interconnected concepts
Semantic Feature Analysis Discriminating features + + - - Bay of Pigs  (1961) - + + + Declaration of Human Rights  (1948) + + + - Berlin Blockade  (1948) - + + + Joined U.N.  (1945) Escalated cold war Effected by domestic policy Built alliances with Europe Peace-keeping effort
Possible Sentences ,[object Object],[object Object],[object Object],[object Object],[object Object],Discriminating features
Possible Sentences – a variation ,[object Object],[object Object],Discriminating features
Focused Discussion ,[object Object],[object Object],[object Object],Discriminating features
Word Cards Discriminating features Sentence using word Graphic or picture Definition in student’s own words Vocabulary word
Four Square Concept Map Discriminating features Definition in student’s own words Graphic or picture Student’s connection to word Vocabulary word
Four Square Concept Map Discriminating features Opposite Definition in student’s own words Student’s connection to word Vocabulary word
Frayer Method ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Discriminating features
Example of Frayer Method -  Perseverance ,[object Object],[object Object]
Example of Frayer Method -  Perseverance ,[object Object],[object Object]
Example of Frayer Method -  Perseverance ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Concept Guide ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Strategies for textbooks
Analogical Study Guide ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Strategies for textbooks
Strategies for textbooks
Word Learning Strategies ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Word Tree cognitive COGN- recognize cognition cognizant recognition Morphological structure
Vocabulary Self-Assessment Chart plummeting nonchalant alienated remorse demeanor prosecutors X constitutionality Vocabulary from Liptak, “Supreme Court to Rule on Executing Young Killers” Don’t Know It Have Heard of It Know It Well Definition Word
Vocabulary Self-Collection Strategy   (Ruddell) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
CSSR  (Ruddell) ,[object Object],[object Object],[object Object],[object Object]
Clarifying Strategy Decision Tree ( Lubliner) ,[object Object],[object Object],[object Object],[object Object],[object Object]
Dictionaries  (Blachowicz & Fisher, 2002) ,[object Object],[object Object],[object Object],[object Object],[object Object]
Vocabulary Logs or Notebooks ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Word Consciousness ,[object Object],[object Object]
Word Consciousness ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Word Play for Adolescents ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Books on Word Play ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

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Secondary Vocabulary Instruction

  • 1. Improving Vocabulary Instruction TED 406 Teaching Secondary Reading Jill Aguilar
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  • 18. Which content areas include the terms in the lists below? Vacca, R. T., & Vacca, J. L. (2008). Content Area Reading, p. 145 . octogon hemisphere decagon hexagon bisect equilateral quadrilateral pentagon polyunsaturated glycogen monosaccharide hydrogenation enzymes lyzine cellulose metaphor allusion irony paradox symbolism imagery simile prestissimo adagio larghetto presto allegro largo andante tempo nationalism imperialism naturalism instrumentalism isolationist radicalism fundamentalist anarchy
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  • 37. Synonyms and Antonyms Example: persuade hinder induce sweet-talk suppress convert brainwash prevent affect win over dissuade sway convince Antonyms Teachers’ Synonyms Students’ Synonyms
  • 38. What Am I? Term: license But you will find me… You will not find me… But I can… I can’t… But I do have… I don’t have… But I am… I am not…
  • 39.
  • 40.
  • 42.
  • 43. Concept/Semantic Map Causes Gangs Broken homes Media violence Bullying Money Being a kid Juvenile hall Probation Community service Adult prison Death penalty Tagging Drugs Columbine Drive-bys Murder Juvenile Crime Kinds of Crime Punishment Interconnected concepts
  • 44.
  • 45.
  • 46. Structured Overview Superordinate Concept Coordinate Concept Coordinate Concept Subordinate Subordinate Subordinate Subordinate Concept Concept Concept Concept Interconnected concepts
  • 47. Structured Overview Polygon Triangle Quadrilateral Rhombus Square Rectangle Interconnected concepts
  • 49. Semantic Feature Analysis Discriminating features + + - - Bay of Pigs (1961) - + + + Declaration of Human Rights (1948) + + + - Berlin Blockade (1948) - + + + Joined U.N. (1945) Escalated cold war Effected by domestic policy Built alliances with Europe Peace-keeping effort
  • 50.
  • 51.
  • 52.
  • 53. Word Cards Discriminating features Sentence using word Graphic or picture Definition in student’s own words Vocabulary word
  • 54. Four Square Concept Map Discriminating features Definition in student’s own words Graphic or picture Student’s connection to word Vocabulary word
  • 55. Four Square Concept Map Discriminating features Opposite Definition in student’s own words Student’s connection to word Vocabulary word
  • 56.
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  • 64. Word Tree cognitive COGN- recognize cognition cognizant recognition Morphological structure
  • 65. Vocabulary Self-Assessment Chart plummeting nonchalant alienated remorse demeanor prosecutors X constitutionality Vocabulary from Liptak, “Supreme Court to Rule on Executing Young Killers” Don’t Know It Have Heard of It Know It Well Definition Word
  • 66.
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Hinweis der Redaktion

  1. Introductions Good morning. I’m (name and title) with the Communications department and today we’d like to tell you about our organization and what we do. First I’d like to introduce my colleague(s) . . . I’d also like to go around the room and have each of you introduce yourselves and let us know your position and department here at the Chancellor’s Office. Brand Exercise As the creative arm of the organization, we’re going to start off by getting you up and on your feet. I’d like to have everyone stand up. Now, close your eyes. I want you to take a moment to think about a brand. It can be anything, whatever comes right to the top of your mind. Got it? Now, open your eyes and you can be seated. Here’s the quiz: by a show of hands, how many of you thought of the CSU? Anyone? Any winners of our grand prize? (CSU padfolio) (Assuming no one chose the CSU) That is why we’re here today and why we’ve titled our presentation: (go to first slide)
  2. Categorizes, provides a graphic organizational structure, closed sorting, open sorting
  3. Sequence, categorize, in order, gauges degrees is it closer to this or that
  4. 3 uses for SFA Definitions or qualities – nocturnal examples on the left and definitional items on the top Qualities Inquiry chart (I chart) authors down the side key questions across top Look at bullying for I chart
  5. Before during and after reading Plus, check, minus
  6. Words their way