4+-+Building+Academic+Background+Knowledge+Through+Direct+Vocabulary+Instruction

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Vocabulary Instruction //__ 1. Consider and debate the merits and pitfalls of direct vocabulary instruction, including the volume of the words to be taught and learned; effectiveness of interaction with the __// //__ words; and context clues for learning new words through sustained silent reading. __//

__ Direct Vocabulary Instruction __
 * Merits/Pitfalls **

__ Vocabulary size varies considerably __. Instruction works for a limited amount of words, 1,150. What about the numbers of words which reach up to 17,000 words which often is the projected vocabulary? Therefore, direct instruction is lacking. __ Wide Reading __ : may not enhance vocabulary. Dependent upon word frequency and inference clues. __ Direct Vocabulary Instruction Works __ Student comprehension increases 33 percentile points when vocabulary instruction focuses on specific words important to the content they are reading as opposed to words from high-frequency lists. //__ 2. Effective direct vocabulary instruction is based on descriptions of words, not the __// //__ traditional definitions given by dictionaries. In the context of this book, why does that __// //__ make sense? __// It reinforces the findings that students learn more efficiently when they have background knowledge which relates directly to the vocabulary word(s). Student success at constructing a definition was related more to their familiarity with the structure of definitions that it was to their comprehension ability. When people learn words, they understand them more as descriptions of words as opposed to definitions. Words need to be presented in everyday language.

Characteristics of Effective Direct Vocabulary Instruction 1. Effective vocabulary instruction does not rely on definitions. 2. Students must represent their knowledge of words in linguistic and nonlinguistic ways. 3. Effective vocabulary instruction involves the gradual shaping of word meanings through multiple exposures. 4. Teaching word parts enhances students’ understanding of terms. 5. Different types of words require different types of instruction. 6. Students should discuss the terms they are learning. 7. Students should play with words.8. Instruction should focus on terms that have a high probability of enhancing academic success.

//__ 3. Representation of what a word means can be done with and without words. How do __// //__ students share their knowledge of words in your classroom? __// Answers will vary.

//__ In other disciplines (e.g.,science, math, or history)? __// Answers will vary.

//__ Try to identify ways students can represent word meanings linguistically and nonlinguistically. __// Answers will vary.

//__ Step into your students' shoes by choosing a wordfrom the vocabulary list (in the back of the book) and explaining it both ways. __// Answers will vary.

//__ 4. Consider different ways to teach vocabulary, including roots and affixes, categories __// //__ (beginning on page 78), discussion, and games. How can these new approaches fit into __// //__your existing lesson plans?__//

**Ways to incorporate direct vocabulary instruction into your existing lesson plans** Ex. “tripartite” government prefix “tri” = three Root “part” = part “three-part” government
 * __Using prefixes, suffixes and root words:__ when discussing vocab, “breakdown” the word to scaffold students in determining the meaning


 * __Similarities & Differences:__ compare or show an association of new vocab with previously learned vocab during class discussion or by using graphic organizers such as Venn Diagrams & concept maps


 * __Bell__ __Ringers & Exit Tickets:__ Use the beginning or ending of class as a chance to review vocab by having students play a quick vocab game centered on creating metaphors for new vocab or writing sentences using new vocab


 * __Introduce new concept first, vocabulary term later:__ introduce the concept that contains the new vocab to the students first and let students apply previous knowledge and schemas to new ideas. After students have come up with ideas of what the new vocab mean, introduce the correct terminology utilizing their previous ideas and input. This is great way to identify those preexisting misconceptions!!!


 * __Visual Representations:__ Include space on their vocabulary page for a nonlinguistic representation that will assist them personally in remembering what the term means. The key is that the visual has meaning for the student, and therefore, these representations will vary greatly.


 * __Graphic organizers:__ Have students create a graphic organizer of their choice (flipbook, flashcards, concept map) that includes both linguistic and nonlinguistic representations for new vocabulary.

Ex: Have students work with a partner or at their tables with cards that contain terms with a picture. Students can use the picture to help them determine what the correct definition is of that vocabulary term. Ex: Pencils (Spoons game played in class)
 * __Games:__ The possibilities are endless!!

//__ 5. How do you choose words for direct vocabulary instruction? What process can you use other than adopting a vocabulary or spelling book for your grade level or class __// //__ discipline? __// Student academic success is related to choosing vocabulary words which directly link to learning. Choose words directly linked to the content, instruction, and assessments.

//__ 6. Do the words chosen improve the academic background knowledge of your students? __// //__ How can you reach the goal of relating academic background knowledge with direct __// //__ vocabulary instruction? __//

By using instructional strategies which help to imbed the vocabulary words with background knowledge, students will have a much higher academic success rate.

If you are a 5th grade teacher, you may want to check out this website. [|Mrs.Nettling's Fifth Grade Reading Study Table]Building Academic Background Knowledge Through Direct Vocabulary Instruction

** Tip of the Week- Learning Connections Newsletter May 18, 2010 ** ** How Many Vocabulary Words Should I Have in a Concept? ** How many vocabulary words per concept do I really need in order to facilitate student learning? There is no specific number but we do offer some suggested guidelines: If you think a word is essential for successful learning, then you should be willing to use a vocabulary strategy to teach it explicitly. Use your state standards and district curriculum to help determine which terms are absolutely essential. When there are too many words, students may feel overwhelmed and the concepts become difficult to learn in the time allotted. Listing more than six to eight words under any concept is most likely too many. Remember, if the students know the words it becomes easier for them to grasp the concepts and **answer** the Unit and Lesson Essential Questions.

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