A Checklist for Vocabulary Instruction

Transcription

1 A Checklist for Vocabulary Instruction Does the physical environment show that vocabulary is important? Are there collaboratively made word lists on the wall? Is there a word wall? Is there a list of vocabulary strategies? Are content specific vocabulary words clearly evident? Do students keep a vocabulary journal? Are word play and word awareness a part of every day? How does the teacher show that words are important? Are there two or more read alouds a day complete with discussion of interesting words? Is there a structure for students to collect words they find to be interesting? Is there a sense of excitement about word learning? Are interesting words explored in all dimensions of the curriculum? Are strategies for exploring words modeled and practiced? Do learners engage in word sorts and word mapping? Are students encouraged to monitor their own attempts to use new words in daily conversation and in writing? Are strategies for understanding words modeled and demonstrated? Are word relationships and connections made evident? Do the students have tools for word learning? Are they self-selecting vocabulary words to study? Are they comfortable with a dictionary and a thesaurus? Do they know how to use root words, prefixes, suffixes, and context to determine word meaning? Are they encouraged to use rich vocabulary in class discussions? Are students encouraged to create images or sketches to support word meaning? Are ELLs reminded to connect English words to native language counterparts? Reprinted with permission from Spotlight on Comprehension by Linda Hoyt. Copyright 2005 by Linda Hoyt. Published by Heinemann, a division of Reed Elsevier, Inc., Portsmouth, NH. All rights reserved. Vocabulary Instruction 53

2 A Six-Step Process for Teaching New Terms Step 1: Step 2: Step 3: Step 4: Step 5: Step 6: Provide a description, explanation, or example of the new term. Ask students to restate the description, explanation, or example in their own words. Ask students to construct a picture, symbol, or graphic representing the term. Engage students periodically in activities that help them add to their knowledge of the terms. Ask students periodically to discuss the terms with one another. Involve students periodically in games that allow them to play with the terms. 54 Lifting Literacy for Academic Achievement

3 Word Map Non-Examples: Words and Phrases that Explain It: Word: Connections: It Makes Me Think of: Vocabulary Instruction 55

4 Venn Diagram 56 Lifting Literacy for Academic Achievement

5 Analogy Forms Analogy Forms Analogy Forms Vocabulary Instruction 57

6 KID Vocabulary Key Word Important Information Draw to Remember Where might you expect to see this word? How might it be used? 58 Lifting Literacy for Academic Achievement

7 Think-Pair-Share 1. Think Students spend a few moments looking over their definitions, descriptions, explanations, drawings, and any other vocabulary activities they have completed. 2. Pair Students are paired and then encouraged to discuss their descriptions and pictures of the terms with their partner. Students might spend this time: comparing their definitions and descriptions. describing their mental images and the pictures they drew. explaining what new information they have found since they were first introduced to the term. asking for clarification. 3. Share Students can share with the whole class what they learned from discussion with their partner. This gives the teacher an opportunity to clear up any misconceptions or areas of confusion. Students can make additional notes based on what they learn during this activity. Vocabulary Instruction 59

8 Interactive Read-Aloud Planner Interactive Read-Aloud Strategy Focus: Text: Introduc e the strategy: Instruct students to work in pairs: Model and Guide Practice Read until: Notes: Read until: Notes: Instruct students to think together: 60 Lifting Literacy for Academic Achievement

9 Concept of Definition Map What is it? What is it like? Term What are some examples? Vocabulary Instruction 61

10 CASE STUDY Step 1: Planning This case study has three steps: Planning (below), Implementation, and Evaluation and Reflection. In Step 1: Planning, you will choose the case study student, assess the student s skills, and choose the vocabulary words that you will teach using the six-step process. In Step 2: Implementation, you will develop a detailed instructional plan and implement that plan. In Step 3: Evaluation and Reflection, you will reassess the student s skills (using the Step 1 assessment format) and reflect on the case study experience. Student Name Date 1. Choice of Student Briefly note why you chose this student for the case study. 2. Formal Assessment Assessment used: Step 1 student score: 3. Informal Assessment Describe your observations of this student s knowledge of vocabulary words and ability to acquire and use vocabulary across content areas and in multiple contexts. 4. Instructional Strategy Use the six-step process outlined in the Vocabulary Instruction unit as you introduce vocabulary words. Which methods for review and which games or activities will you use? Why did you choose these particular ones? 62 Lifting Literacy for Academic Achievement

11 CASE STUDY Step 2: Implementation Refer back to Case Study Step 1: Planning. Base this implementation on that plan. In the first column of the following form, outline the goals you have for this student based on the informal and formal assessments from Step 1. In the second column, note how you will help the student meet those goals. Include information such as the instructional strategy you will use, the vocabulary words chosen as the focus for instruction, the time designated for instruction, and whether the instruction will be repeated. In the third column, note how you think your plan will help the student meet each goal. Student Name Date Goal Instructional Plan How It Will Help Vocabulary Instruction 63

12 CASE STUDY Step 3: Evaluation and Reflection Refer back to Case Study Steps 1 and 2 to help you complete Step 3, below. Student Name Date 1. Formal Assessment Assessment used: Step 1 student score: Step 2 goal: Step 3 student score: 2. Informal Assessment Describe observed changes in this student s skills in acquiring and using vocabulary words. Consult your notes from before the study and comment on any changes you have observed in the factors you described at that time. 3. Instructional Strategy Are you happy with your choice of vocabulary-building games or activities? Why or why not? Are you satisfied with the effectiveness of the six-step method for teaching vocabulary, as presented in the Vocabulary Instruction unit? Why or why not? 64 Lifting Literacy for Academic Achievement

13 4. Goals Now consider the goals that you established during Step 2, making notes in the chart below. Goal Observations Goal Met? Why or Why Not? 5. Reflection In the future, if I have a student similar to change my instructional plan and the delivery of my plan in the following ways:, I will Vocabulary Instruction 65