Building Vocabulary for 2 nd Grade Students. Presented by: Sheryl White

Transcription

1 Building Vocabulary for 2 nd Grade Students Presented by: Sheryl White sherylwhite54@gmail.com

2 Take A Card Please sit at the # table that corresponds to the card you have in your hand.

3 Session Objectives Understanding vocabulary demands in the Common Core State Standards Selecting Tier 2 Academic Vocabulary Examining strategies for teaching vocabulary to meet the standards

4 How much do you know about the 3 Use a 1 Not heard of three tiers of vocabulary tiers of vocabulary? to show your current understanding. 2 Very little knowledge of three tiers of vocabulary 3 Some familiarity of three tiers of vocabulary 4 Know three tiers of vocabulary and how to use 5 Deep knowledge of three tiers can teach others

5 Common Core Vocabulary- 2 nd Grade L.2.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies. L.2.4.a Use sentence-level context as a clue to the meaning of a word or phrase.

6 Common Core Vocabulary-2 nd Grade L.2.4.d Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark). L.2.4.e Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.

7 Common Core Vocabulary-2 nd Grade L.2.5.a Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy). L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

8 Components of a Successful Vocabulary Program High-Quality Classroom Language Reading Aloud to Students Explicit Vocabulary Instruction Word-Learning Strategies Wide Independent Reading

9 High-Quality Classroom Language Use high quality vocabulary in the classroom. Tell students the meaning of words when first used. Don t procrastinate on your work. Procrastinate means to wait to doing something you should be doing. Pair in the meaning of the word by using parallel language. Please refrain from talking. Please don t talk. COLLEGE TALK

10 Read-Alouds Actively engage students during story book and informational text reading to increase vocabulary gains. Ask questions that promote passage comprehension. Retell and prediction questions are particularly useful. Use a variety of responses including: Group (choral) responses Partner responses Physical responses 10

11 Read-Aloud Vocabulary Instruction Incidental Exposure Example: Instructional Focus I don t know what I would have done. Curiosity might have gotten the better of me. Explanation: Teacher infuses a vocabulary word into a discussion about the read-aloud.

12 Read-Aloud Vocabulary Instruction Embedded Instruction Example: Instructional Focus And he s using an oar-a stick-to move the raft [pointing to the illustration]. Explanation: Teacher provides a synonym before the target term oar, pointing to the illustration.

13 Read-Aloud Vocabulary Instruction Focused Instruction Example: Instructional Focus Let s get set means let s get ready [elicits examples of things students get ready for]. Explanation: Teacher leads a discussion on what it means to, get set including getting set for school and party.

14 Explicit Vocabulary Instruction Vocabulary activities specifically designed to teach new words Explicit vocabulary strategies Use informational and narrative texts Promote thinking and extend discourse Encourage use of novel words Provide access to print Examine word relationships Teach word parts Use graphic organizers 14

15 Successful Vocabulary Instruction A successful approach to vocabulary instruction involves directly explaining the meanings of words along with thought-provoking, playful and interactive follow-up.

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17 Common Core and Three Tiers of Vocabulary

18 Three Tiers of Words Tier One High Frequency Words Tier Two Academic Vocabulary Tier Three Domain-specific Vocabulary 18

19 Three Tiers of Vocabulary Tier 1- Everyday Words (implicit) Used in everyday speech* chair, bed, happy, house (Beck & McKeown, 1985)

20 Three Tiers of Vocabulary Tier Two = Academic Vocabulary Words in general use, not content specific Appear far more in written texts than in speech concentrate, absurd, fortunate, relieved, dignity, convenient, observation, persistence ++describe, detail, example

21 Three Tiers of Vocabulary Tier Three- Domain-Specific Words Words related to a specific content or field of study triangle, stem, addition, syllable tundra, igneous, triangle, perpendicular, democracy

22 Explicit Vocabulary Instruction Sources of Words Sources of words for vocabulary instruction WORDS from read-aloud books WORDS from core reading programs WORDS from reading intervention programs WORDS from content area instruction and texts Math Science Social studies Health Art, PE, music, etc. 22

23 Explicit Vocabulary Instruction- Selection of Vocabulary Select words that : are likely unfamiliar are critical to passage understanding. students are likely to encounter in the future and are generally useful. are Tier Two words (Academic Vocabulary) are easily explained to children at their level (Beck & McKeown, 2003) (Stahl, 1986) 23

24 Explicit Vocabulary Instruction Selection of Vocabulary Goldilocks Words Not too difficult Not too easy Just right (Stahl & Stahl, 2004) 24

25 Selection Criteria for Instructional Vocabulary Tier 1 Tier 2 Tier 3 Description Basic words that most children know before entering school Words that appear frequently in texts and for which students already have conceptual understanding Uncommon words that are typically associated with a specific domain or content area Examples clock, baby, happy coincidence, fortunate, insist, adapt chrysalis, peninsula, decimal (Beck, McKeown, Kucan, 2002)

26 How do I determine that a word is TIER 2? Word Is this a generally useful word? Does the word relate to other words and ideas that students know or have been learning? Is the word useful in helping students understand text? If you answer yes to all three questions, it is a tier 2 word. If not, it is probably a tier 3 word.

27 Your Turn-Selecting Tier 2 Words In partners at your table, choose one of the texts you have brought to work with for today. Identify (4 )Tier 2 words you would teach your students. Use the selection criteria to help guide you through this process.

28 What Strategies Would You Use to Teach Your Selected Words? Fold the Line

29 Let s Take a Look... She s just too much of a distraction and I ve been getting calls from the other parents. They re afraid those stripes may be contagious. contagious distraction remedies vanished altered perplexed A Bad Case of Stripes by David Shannon

30 Sequenced Vocabulary Instruction 1. First, contextualize the word for its use in the story that you are reading. She s just too much of a distraction and I ve been getting calls from the other parents. They re afraid those stripes may be contagious. 2. Next, ask the children to repeat the word so that they can create a phonological representation of the word. Say contagious with me. (clap it out) 3. Next, explain the student friendly meaning of the word. Contagious means an illness that can spread to other people. 4. Provide examples in contexts other than the one used in the story. The surgeon scrubbed his hands to prevent the spread of contagious germs.

31 Providing Student-Friendly Definitions Providing student-friendly definitions ones that are accurate and that students will understand is no mean task. Below is a definition of dazzling from the dictionary and a student-friendly definition. Beck, McKeown, and Kucan (2003). bright enough to deprive someone of sight temporarily If something is dazzling, that means that it s so bright that you can hardly look at it. Cobuild 31

32 5. Have students interact with the word Could you be contagious if you went to work with strep throat? 6. If I say something about which you would be contagious, say contagious Going on vacation Pink eye Riding a bike Head lice Getting a haircut Mowing the lawn 7. Complete this sentence I would be contagious if I 8. Conclude with having students see the word and say the word What is our word that means an illness that can be spread to other people? contagious

33 Let s practice identifying Tier 2 words TASK: Partner into A and B. Each partner will choose one word each from their list. Then take turns providing a student-friendly definition for your word. Look at the Tier 2 vocabulary activities to reinforce words learned. THIS TAKES PRACTICE and TIME

34 Tier 2 Extensions Way to Reinforce Vocabulary Learning Morning Message Our Words reluctant drowsy loyal Word Tallies # of Times We Have Heard Word IIII III IIII Word Wall Word Jar

35 Making Vocabulary Active TPR- Total Physical Response recognizes the value of language being associated with physical responses grammar-based view of language that focuses on meaning, not form evidence-based strategy for English Language Learners strong

36 Teaching Word Meaning from Context Clues Students should understand sometimes a word is defined, but most often there are clues as to a word s meaning clues can come from words, phrases or illustrations

37 Teaching Word Meaning from Context Clues Students should understand clues can come before or after the unknown word sometimes there is more than one clue usually most useful clues are usually found in the same sentence.

38 Sentence Level Context Use a sentence-level context as a clue to the meaning of a word or phrase! Word Filler Word Express Silly Words Word Why

39 Word Filler On sentence strips, write sentences, putting a blank line for the target words. Write the missing target words from the sentences on index cards. Take turns, reading the sentences, and saying he blank for the missing word. Select the correct word for the blank and read the sentence. If the selected word does not make sense, choose another word until the correct word is found.

40 Let s Try It! Danny was about his new roller blades. Anna s puppy is always in the morning. Some people are when they first meet new people. The principal the winner of the poster contest. Pam the balloon by the string so she wouldn t lose it.

41 Using Silly Words Use sentences containing a nonsense silly word. Have students identify the silly word in the sentence. Teach students how to look for clues in the sentence to help guess what a word might mean. Have students brainstorm some reasonable answers to the word.

42 Silly Words! Silly Word Could Mean Clues framis humdoodler floob booper dowaddle frappers gloop

43 Word Why? Create question cards that embed the target words. Pose the question to students. Have them answer with YES or NO. Have students explain WHY. Would you be drowsy if you were playing soccer? Yes or No Why?

44 Real-Life Connection Identify Topic, Categories, List & Describe 1. FOODS Sweet Spicy Salty 2. COMMUNITY Work Play 3. SPORTS Indoor or Outdoor Use a ball-don t use a ball 4. PLACES AT SCHOOL Quiet Noisy 5. PEOPLE WHO ARE.. Friendly Helpful 6. ANIMALS Those that can be pets Those that cannot be pets 7. COMMUNITY Safe Healthy Feed 8. TRANSPORTATION On land In the air On the water 9. THINGS YOU CAN-CANNOT EAT 10. PLACES THAT ARE COZY 11. THINGS THAT ARE COLORFUL 12. ITEMS THAT ARE BREAKABLE 13. SIGNS OF Fall Winter Spring Summer 14. THINGS PEOPLE DO AS A JOB 15. WHAT MAKES A FRIEND 16. YOU NAME IT!

45 Categorizing/Sorting List-Group-Label for Young Children &feature=relmfu 2 nd Grade Identify topic Provide or have students generate words related to topic or use picture cards that relate to topic Sort picture cards into group Label the name for each category

46 Compound Words Compound Word Pictionary Compound Word Detective I Have, Who Has? Compound Word Partners Compound Words/Adjectives Sort

47 Compound Word Pictionary Draw each word part and have students guess the compound word!

48 Compound Word Pictionary Draw each word part and have students guess the compound word!

49 Compound Word Pictionary Draw each word part and have students guess the compound word!

50 Your Turn Take a index card. Each person at your table will choose an compound word to create a Pictionary activity. Share in your groups. You will have 3 minutes to complete this activity.

51 Compound Word Detective Have students identify compound words from text they are listening to or reading. Create compound word walls, word lists, etc.

52 How Many Stars in the Sky by Lenny Hort

53 I Have, Who Has? Let s play a compound word card game! I have given several people a card for his game. If you do not have a card, please listen carefully for how this game is played.

54 Introducing Adverbs Mini-Lessons An adverb can describe how an action happens. Example: John quickly read the story. How did John read the story?

55 Introducing Adverbs Mini-Lessons An adverb can describe when an action happens. Example: We went to school yesterday. When did we go to school? Yesterday

56 Introducing Adverbs Mini-Lessons An adverb can describe where an action happens. Example: He put his shoes here. Where did he put his shoes? Here.

57 Adverb Actors Choose a key verb (walk) Have students act out the adverb appropriate for the description given in the sentence.

58 Adverbs Can Tell How If...How If. How? Adverb a baby was sleeping you were late to school you had a glass bowl the band was at a football game you loved had a puppy had a good friend How would you talk? How would you walk? How would you carry it? How would they play? How would you pet it? How would you treat them?

59 Adjective and Adverb Sort Research-based strategy that helps students identify the difference between using adjectives and adverbs. hungry hungrily soft softly angry angrily quiet quietly quick quickly loud loudly easy easily eager eagerly correct correctly happy happily

60 Semantic Feature Analysis The purpose of this activity is to guide students in analyzing the meanings of specific words while integrating the meanings of new words into their vocabularies. 1. Select a category that relates to a topic to be studied or a reading selection. Select key words related to the topic. 2. Make a chart with a topic heading at the top, key words listed down the side, and columns across the page. Head some of the columns with terms that represent features shared by some of the words. 3. Have the students place a plus or minus sign in each column across from each word, depending on whether or not the word has the feature heading the column. A question mark may be used if the student does not know.

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64 Semantic Feature Analysis

65 How much do you know NOW about the Use a 1 Not heard of three tiers of vocabulary 3 tiers of vocabulary? to show your current understanding. 2 Very little knowledge of three tiers of vocabulary 3 Some familiarity of three tiers of vocabulary 4 Know three tiers of vocabulary and how to use 5 Deep knowledge of three tiers can teach others

66 3-2-1 List 3 Things You Learned: List 2 Things You Will Try: List 1 Question You Have:

67 Resources Student Center Activities Computer game-compound words