Dynamic Vocabulary and dsentence Bildi Building Strategies Presented by Linda Fisher CAG 2015 2002, 2015 Learning Headquarters 7290 Navajo Road, Suite 207 San Diego, California 92119 Phone: (619) 229-0010 Fax: (619) 229-6672 Email: lhq@sbcglobal.net
Accessing High-Level Vocabulary Language g Experience By the age of three, the average American child in a welfare family may have 10 million fewer words of cumulative language experience than the average child in a working class family. Todd R. Risley & Betty Hart University of Alaska From conference materials for the National Conference on Family Literacy and the California Family Literacy Conference March 16-18, 2002 Building on Cumulative Vocabulary K Word Sort Shapes Food square apple tiny small red big huge circle triangle grapes ham hot cold sweet salty Language Standards: Vocabulary Acquisition and Use 5. With guidance and support from adults, explore word relationships and nuances in word meanings. a. Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.
K Opposites First Defining Words movements in out sit stand up down stop go run walk sizes big small tall short wide narrow duck bird swims tiger cat stripes Language Standards: Vocabulary Acquisition and Use 5. With guidance and support from adults, explore word relationships and nuances in word meanings. b. Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms). Language Standards: Vocabulary Acquisition and Use 5. With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. b. Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes). K Shades of Meaning Second Shades of Meaning walk march strut prance [to move on foot] [to walk with knees up high in a rhythm] [to walk in a proud way] [to walk with high, springy steps] Language Standards: Vocabulary Acquisition and Use 5. With guidance and support from adults, explore word relationships and nuances in word meanings. d. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings Language Standards: Vocabulary Acquisition and Use 5. Demonstrate understanding of word relationships and nuances in word meanings. d. Distinguish shades of meaning among closely related verbs (e.g., g, toss, throw, hurl) ) and closely related adjectives (e.g., thin, slender, skinny, scrawny).
Vocabulary the most powerful way to teach new terms and phrases is to use an instructional sequence that allows for multiple exposures to students in multiple ways. -24 times practice to reach 80% competency- Marzano, R. J., Pickering, D. J., and Pollock, J. E. (2001). Classroom Instruction that Works: Research Based Strategies for Increasing Student Achievement. Association for Supervision and Curriculum Development: Alexandria, VA. Transitions Cohesive and coherent writing requires a constant attention to the maintenance of the topic which is organized in a careful sequence of ideas and the smooth transitions between sentences. Mather, N. & Roberts, R. (1995). Informal Assessment and Instruction in Written Language. New York: John Wiley & Sons.
Fourth Grade Transitional Phrases Scoring Guide 1 Below Standard 2 Approaching Standard 3 At Standard 4 Above Standard Not using Uses less sequential than three transitions n grade level or simplistic transitions Uses a variety of synonyms, nym signpost phrases, and sequential transitions Uses a variety of three or more grade level transitions Fourth Grade Transitional Phrases Data 1 2 3 Pretest Postest Total Growth 1-2 3-4 1-2 3-4 85% 15% 54% 46% 15%- 46% 88% 12% 48% 52% 12%- 52% 92% 8% 40% 60% 8%- 60% 88% 12% 52% 48% 12%- 4 48% 5 96% 4% 42% 58% 4%- 58% Total 90% 10% 47% 53% 10%- 53%
Promoting Student Ownership of Vocabulary Gathering Descriptive Language g
Understanding Relations of Words & Their Meaning Highlights Exposure To and Targets New Vocabulary Anchors Vocabulary from Wide and Extensive Independent Reading Experiences Applies Vocabulary and Concept Development to Reading, Writing, Listening, and Speaking Increases Vocabulary Acquisition Tip: Using the Organizers Add to Class Bank when Reading, Writing, or Discussing Demonstrate How to Utilize Vocabulary Words when Writing Aloud Promote Students to Keep Own Banks in Writing Folders Add Non-Linguistic Representation ti and Mnemonics to Help Build Understanding Generating Sensory Details
Vocabulary: There are recommended processes for teaching new terms and phrases: 1. Present the students with a brief explanation or description of the new term or phrase 2. Present the students with a nonlinguistic representation of the new term or phrase 3. Ask the students to generate their own explanations or descriptions of the new term or phrase 4. Ask the students to create their own nonlinguistic representation of the new term or phrase 5. Periodically ask the students to review the accuracy of their explanations and representations Adapted from: Marzano, R., Pickering, D., & Pollock, J. (2001). Classroom Instruction that Works: Research Based Strategies t for Increasing Student t Achievement.. Alexandria, VA: Association for Supervision and Curriculum Development. traipsing Vocabulary Map More getting up early, traipsing up and down the river, and trying to avoid crazy men in their union suits. p. 100 -to walk or wander -roam -meander -staying put -laying around -running Cushman, K. (1996). The Ballad of Lucy Whipple. New York: Harper Trophy. I enjoyed traipsing in the woods when we went camping. Primary Vocabulary Map behavior rule how you act a law we follow My green card is for good behavior. We use peace feet in the halls. Vocabulary Map -2 nd Grade Student Sample
Vocabulary Tip: Use kinesthetic movement to increase vocabulary Student-generated Used during transitions Attention grabbers Now, Let s Try It! Vocabulary Map -4 th Grade Student t Sample- Glistening- 2002-2003 Musically Aligned: In Tune with Teaching Standards. P.O. Box 473, Descanso, CA 91916 Fax: (619) 659-5087 Email: info@musicallyaligned.com Website: www.musicallyaligned.com
Fourth Grade Vocabulary Assessment from Language Arts Adoption Theme 1 2 3 4 Pretest Postest Total Growth 1-2 3-4 1-2 3-4 100% 0% 27% 73% 0%- 73% 92% 8% 16% 84% 8%- 84% 96% 4% 48% 52% 4%- 52% 91% 9% 18% 82% 9%- 82% 86% 14% 14% 86% 14%- 5 86% Two vocabulary strategies I will try in my classroom: How I plan to implement them: Total 93% 7% 25% 75% 7%- 75%
Building Powerful Sentences Who/What Chart Using the Who/What Chart to Make a Simple Sentence Using the Who/What Chart to Make a Powerful Sentence Who or what are we going to write about? My dad What about your dad? My dad is nice. Do we want to use a little word like is or do we want to choose a big and powerful verb? What happened to your dad or what does your dad do? My dad d loves to fish.
Using the Who/What Chart to add Extenders and Travelers Using the Who/What Chart to Make 3 Powerful Sentences Where does your dad d love to fish? My dad d loves to fish at the river. Why does he love to fish? He likes to bring home fish for us to eat. My dad is nice. He loves to fish at the river. He likes to bring home fish for us to eat. Build Powerful Sentences Using the Powerful Sentences Chart and Sentence Blueprint Cards Build Powerful Sentences Using the Powerful Sentences Chart and Sentence Blueprint Cards
Powerful Sentences -Travelers- The desperate 49ers panned for gold using a in during the rocker California Gold Rush. The desperate 49ers panned for gold during the Gold Rush in California. Using a rocker, the desperate 49ers panned for in during the gold California Gold Rush. Using a rocker, the desperate 49ers panned for gold during the Gold Rush in California. i -Triple Deckers- -Double the Who s- The hopeful dreamers panned through riverbeds, investigated the Mother Lode, and searched at their land claim James Marshall, a gold seeker, hunted for nuggets every waking hour. The hopeful dreamers panned through riverbeds, investigated the Mother Lode, and searched at their land claim every waking hour. in the Sierra in 1849 Nevada mountains to prosper. James Marshall, a gold seeker, hunted for nuggets in the Sierra Nevada mountains in 1849 to prosper. -with Travelers- To prosper, James Marshall, a gold seeker, hunted for nuggets in the Sierra Nevada mountains in 1849.
Two sentence strategies I will try in my classroom: Thank You! How I plan to implement them: