Developing General Academic Vocabulary · had the lowest average vocabulary scores, • In grade 8...
Transcript of Developing General Academic Vocabulary · had the lowest average vocabulary scores, • In grade 8...
Developing General Academic Vocabulary
Prepared by Laura Robb
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Tiers of Vocabulary: Tier One, Two, Three
Tier One Words: Most basic words in writin
Rarely require direct instruction with exception of ELL students
High frequency words—early reading vocabulary
Examples: book, girl, sad, happy, jump, clock
There are about 6,000 Tier One words
Tier Two Words: High frequency words Occur across disciplines
Need for reading comprehension
Contain multiple meanings
Require direct instruction
Show maturity of learner
Examples: masterpiece, fortunate, glance, confident, industrious, benevolent
There are about 7,000 words in tier two
Tier Three Words: Low frequency words
Include school subjects, hobbies, occupations, geographic regions, technology,
weather, and so on
Critical for content area learning
Require direct instruction and depth of understanding
Learned for a specific need such as igneous for geology
There are 400,000 words in tier three
Examples: peninsula, amino acids, isotope, economics, habitat
Note: Tier Two and Tier Three words often overlap; there is no clear cut way to
classify these.
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VOCABULARY AND COMPREHENSION FACTS TO CONSIDER NAEP Results:
• Fourth graders who scored above the 75% in reading comprehension also
had the highest average vocabulary scores.
• Fourth graders who scored at or below the 25% in reading comprehension
had the lowest average vocabulary scores,
• In grade 8 in 2011 and in grade12 in 2009, reading comprehension and
vocabulary scores had the same pattern as fourth graders.
THE POWER OF MEANINGFUL TALK
• A stream of talk to babies soon after birth, called parentese, influences
vocabulary development.
• Children from high poverty homes hear 600 words an hour. Children from
middle class and professional homes hear up to 2100 words per hour.
• The literacy gap starts at birth and gap is huge by the time children enter
kindergarten: children living in poverty have heard 13 million words;
children from middle class and professions homes, 48 million words.
HOW TO BUILD STUDENTS’ WORD POWER
• Present daily 10 to 15 minute lessons in all subjects (CCSS supports this).
• Relate lessons to texts and materials students read.
• Included in learning at school is the fact that students gain 1,000 to 4,000
new words a year. We need to push the word-learning needle closer to
4,000 words a year.
• Study roots, prefixes, and suffixes to give students the tools to unlock
meaning from unfamiliar words and at the same time introduce them to
many general academic words.
• Weave into word study general academic words (7,000) because these
words are in texts for all subjects and support students’ reading of graced-
level complex texts.
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• Search the number of times that general academic words can be found in
one million words of a text and the results are 71.7%; the frequency for
social studies domain specific words per million is 9.7% (Hebert &
Lubliner, 2008).
• Teach school-task words as these fall into the general academic words:
define, compare, contrast, evaluate, support, explain, defend, sort,
categorize, show, sequence, infer, restate, conclude, brainstorm, etc.
• Use lists of general academic words to help you link specific words to
students’ reading. Always teach in context.
• Teach figurative language and connotative meanings of words as a
reading comprehension tool that expands students’ understanding and
ability to visualize.
• Teach the forms and multiple meanings of words: combine, combination,
combining, combined.
• Show students how to use context to determine meaning of unfamiliar
words.
The Big Ten and Vocabulary Instruction
1. Promote meaningful Talk
2. Study Word parts: Roots, Prefixes, Suffixes
3. Attend to Figurative Language and Connotations
4. Discuss Words in Different Contexts
5. Use New vocabulary in Writing
6. Build Concepts
7. 7. Make Connections
8. Tap into Technology
9. Promote independent Reading
10. Deliver Daily Read Alouds
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Some Important Vocabulary Teaching Points
• Words are part of networks: synonyms, antonyms, families, concepts, and
different forms of words.
• With narratives, teach synonym sets.
• With informational texts teach topic clusters--topically related words.
• Children learn concrete words faster than abstract words.
• Try to use pictures or the real object to teach concepts.
• The number of words in the English language outnumbers teachers’
opportunities to teach them one-by-one.
• Avoid teaching one word—always teach in related groups.
Narrative Synonyms and Antonyms cold hot
frigid toasty
chilly scorching
icy sweltering
shivery sizzling
freezing tropical
amazed, fascinated, marveled: enchanted, enthralled, spellbound, captivated,
transfixed
Word Families relate, related, relates, relating
relative, relatable, relation(s), relationship, interrelated, correlate, correlation,
age-related
Word Concepts
Instruments: musician, conductor, doctor, carpenter,
Multiple Forms of Words: combine, combining, combination, combinable
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Concept Mapping • Choose a theme or concept for a unit of study.
• Have students pair-share before reading to find words and phrases related
to the concept.
• Ask students to show the connections between their ideas and the
concept.
• Revisit the concept map throughout the unit.
Concept: Devastation
• home destroyed by fire
• tornado rips through and destroys your town
• hurricane damage
• floods
• death of a pet
• death of a parent
• death of a friend
• breaking up with boyfriend or girlfriend
• divorce
• parent in prison
• earthquake—destroys homes, kills people and animals
• tsunami—same as earthquake
Building Words Using Prefixes:
• Using prefixes such as un, dis, re, and con, have students build words by
spending a few minutes each day on this activity.
• Use as a before learning to assess the vocabulary students have for a
topic such as slavery, colonial America, recycling, etc.
• Can be an assessment when used as a post-learning activity.
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WORD MAP – Fifth Grade Students
What is it?
deteriorating or disintegarting What is it like?
• rotting (like a pumpkin)
• perishing
• turning black and blue
• becoming junk
• collapsing falling apart
• worsening function of a body part
• wearing down of mountains
• wearing down of rocks
• rotting stacks of hay
• water damage
Examples: sunken ships, rotted and dead plants, teeth, bones, cars,
flooded homes, dead bodies,
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Name __________________________________________ Date ____________
Word Map Directions:
1. Under “What is it?” write the concept . 2. Come up with a similar word of phrase and write it underneath the “concept.” 3. Under “What is it like?” write four to six of its characteristics. Then write some examples in the space below .
What is it? What is it like?
1.
2.
3.
4.
5.
6.
Examples:
Use the word in a sentence that shows you understand its
meaning.
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Name______________________________________________Date_________________________
ABCWordList
A N
B O
C P
D Q
E R
F S
G T
H U
I V
J W
K X
L Y
M Z
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TYPES OF ANALOGIES
Tips for creating analogies 1. Choose the relationship between the first pair of words.
2. Make sure the relationship is clear.
3. Create four choices; one should clearly match the relationship between
the first pair of words.
4. Make two of the choices obviously incorrect.
5. Make one of the choices almost correct.
Example: jupiter : solar system [the relationship is member of the category]
jupiter : solar system :: milky way :
(a) candy bar; (b) galaxy; (c) stars; (d) distance
The correct choice is (b) galaxy because the milky way is part of a galazy.
Synonyms
surge : rise :: renew : restore
Antonyms
vicious : kind :: reckless : careful
Rhyming Words
thatch : catch :: loud : crowd
Whole/Part
bakery : cookies :: environment : trees.
Category/Subcategory
primates : gorillas :: mollusks : snails
Homophones
addition : edition :: capitol : capital
Cause/Effect rain : flooding :: heat : drought
Object and Its Use scissor : cutting :: stove : cooking
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Adjectives That Describe Personality Traits •
adventurous aggressive aloof ambitious anxious assertive bitter bland bloodthirsty boisterous bossy brave brutal calm capable careful careless cheerful clever conceited confident confused controlling courageous cowardly cruel daring determined dignified distrustful domineering dutiful
empathetic evil exacting excitable fearful fearless fierce foolish friendly fussy gentle grouchy gullible harsh hasty haughty helpful heroic hopeful humane humble imaginative impatient impish impulsive innocent insensitive insincere intolerant inventive joyful
kind knowledgeable lazy lively loving loyal meek modest moody morbid mysterious naughty nosy obnoxious optimistic overbearing patient pessimistic popular practical proud pushy quick-tempered rash rational realistic reasonable rebellious reckless rowdy sarcastic secretive sensitive silly sincere
snobby sociable spiteful stubborn suspicious timid tolerant treacherous tyrannical unfaithful ungrateful unhappy unique unpopular unruly unsociable unwise vain villainous violent vivacious weak willful wise wishy-washy witty
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Mini-Word Walls: Use as Part of Guided Reading • Build vocabulary about the topic of a book prior to reading; talk about the
words.
• Use photos or illustrations in the book to build vocabulary; talk about the
words.
• Have students build sets of words using some words on the mini-word
wall; talk about these—share stories and situations
• Create mini-word walls that relate to topics in science and social studies.
Vocabulary Centers
• Have students illustrate words they studied in guided reading
and interactive read alouds and/or figure out situations the
words could work in, then use the word in a sentence.
• Ask students to make a list of synonyms and antonyms for
specific words.
• Have students write different forms of a word they’ve studied.
• Have students write different words for “walk, cook, yell, make,”
etc.
Figurative Language • Find similes and metaphors during shared reading and other read alouds
• Ask students what each one has in common and see if they can figure out
what a simile is and how it differs from a metaphor.
• Move beyond identifying similes and metaphor to discussing what each
one has to do with the meaning or point of a book.
• Do the same with onomatopoeia, alliteration, and personification.
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MatchingGame
• Organizethisactivityintosetsofthreetofourindexcards. • Mix-upcards. • Giveeachstudentacardandhavehimorherwalkaroundcheckingother
students’cardssearchingforcardsthathaveacommonprefix,rootorbase
word,orsuffix. • Oncestudentsidentifytheirgroups,havethemuseadictionaryortextbook
tohelpeachotherunderstandtheseterms. • Groupsteachoneanothertheirtermsprovidingexamplesandsample
sentences.
Here are some suggested sets of words:
• disengage, disrespect, dishonest
• confusion, incision digression
• migrate, migration, immigrant
• democracy, democratic, democrat
• jurisdiction, contradiction, diction
• design, signage, signature
• revolt, revolting, revolution
• obey, disobey, disobedience
• geometry, geography, geoboard
• retroactive, deactivate, reactive
The game can be played with sets of synonyms, homophones,
and multiple forms of words.
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ENGLISH LANGUAGE ARTS
ROOT MEANING EXAMPLE
act (Latin) do actor, transact
aud (Latin) hear audience, audiovisual
clqr (Latin) clear clarity, declarative
gen (Greek) birth, race genocide, generate,
log (Greek) word prologue, dialogue
narr (Latin) tell narrate, narative
nun, noun (Latin) declare novel, innovate
onym (Greek) name antonym, synonym
struct (Latin) build structure, deconstruct
urb (Latin) city suburb, urbane
SCIENCE
ROOT MEANING EXAMPLE
aero (Greek) air aerodynamics, aerate
baro (Greek) weight barometer, isobar
cardi (Greek) heart cardiac, cardiology
corp (Latin) body corpse, corpuscule
geo (Greek) earth geology, geophysical
kine, cine (Greek) movement kinetic, hyperkinesia
lys (Greek) break down electrolysis, catalyst
opt (Latin) eye optical, optic
scope (Greek) to see microscope, telescope
therm (Greek) heat thermonuclear,
thermometer
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SOCIAL STUDIES ROOT MEANING EXAMPLE
arch (Greek) chief monarchy, oligarchy
belli (Latin) war bellicose, rebellion
chron (Greek) time chronological, chronicle
dem (Greek) people democracy, demagogy
dogma (Greek) opinion dogma, dogmatic
fug (Latin) flee fugitive, refugee
mand (Latin) order mandate, remand
migr (Latin) Change, move immigrant, migratory
poli (Greek) city polis, political
reg (Latin) guide, rule reign, regime
PREFIXES AND SUFFIXES
Prefix Meaning Suffix Part of Speech
ad, a, ac, af, ag,
an, ar, at, as
to, toward able, ible (adj.) adjective
circum around ance, ence noun
dis, dif, di apart, not er, or (noun) noun
in in, into, not ful adjective
inter between, among fy (verb) verb
pro forward sion, tion noun
re again, back ive adjective
trans across, beyond ous adjective
un not tude noun
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Roots, Prefixes, and Suffixes for Primary Grades
Prefix Meaning co, con with, together de ex out In, im no, not pre before re back, again sub under un not bi two tri three Root, Stem Meaning audi, audit hear, iisten graph write, draw mov, mot, mobil move port carry vid, vis see Suffixes Meaning able, ible can, able to be done er more est most ful full of less without
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