Vocabulary Instruction Vocabulary Instruction “In

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Vocabulary Instruction Vocabulary Instruction “In Powered By Docstoc
“In addition to the vocabulary
learning that is done through read
alouds and anticipatory activities,
students are taught specific
content vocabulary words required
of the discipline.”
Students greatly benefit from a
consistent and recognizable approach
that incorporates the following steps:

         1) Pronounce
         2) Explain
         3) Provide Examples
         4) Elaborate
         5) Assess
                           Kate Kinsella and
                           Kevin Feldman
Classroom observations indicate that, far too frequently, the
   teacher is the only person who pronounces and uses the
   academic language of the disciplines.


 This will support learners in decoding the word
 confidently, while also supporting both auditory and
 muscle memory (Shaywitz, 2003).
  2) Explain
  Understanding the meaning of a new term requires a
  clear explanation of the meaning, using language
  familiar to the students (Beck et al., 2002; Stahl,
 any of a group of hooved mammals
 that chew their cud,
If possible, provide a synonym or known phrase to solidify the
connection between the new vocabulary term and the students’ prior
                  goats, sheep, cows, camels, and antelope
3) Provide Examples
Students will usually need at least two or three examples of a
new term to firmly grasp the meaning. Moreover, these
examples should be drawn from a variety of contexts, not only
the one used in the reading or lesson (Baker et al.,
1995; Beck et al., 2002)

  Ruminants have an even number of toes on each foot and a
  stomach with either three or four chambers.

  “The one that attracted my attention was a battered, desolate
  ruminant with the expression of a frightening mother. “it’s a
  camel,” my grandfather told me.”
                                    Living to Tell the Tale
                                    By Gabriel Garcia Marquez
4) Elaborate
Research in cognitive psychology consistently indicates that
learners understand and remember information better when they
elaborate on it themselves (Marzano et al., 2001). Thus, students’
understanding of new vocabulary terms is strengthened when they
are given opportunities to elaborate word meanings by generating
their own additional examples and visual representations.

 Your turn. Please turn to a partner and generate a sentence
 Using the word ruminant .

                   Nominated volunteers
5) Assess
Researchers such as Baker et al., (1995) and Marzano (2004) have
documented the importance of incorporating regular informal
vocabulary assessment into the instructional process.

 Formative, quick                   Summative, formal
 informal                           quiz or test

 I explained that the horse was not a ruminant because______

 Seated high upon a mighty ruminant, my uncle road his
 camel across the desert.

 As night fell, the lion, a powerful ruminant, began his hunt.
Lets try……
1) Pronounce        fallaciloquence
2) Explain
3) Provide Examples
4) Elaborate
5) Assess

• Fal - la - ci - lo - quence
  –deception, false
• deceitful speech
• Your fallaciloquence, though charming, will
  not convince the jury to acquit.

• Because everyone was aware of his
  fallaciloquence, he was never believed.

• She could never be trusted because
  everyone knew of her fallaciloquence.
Now it’s your turn….
• Assessment……
 – Everyone knew of the boy’s fallaciloquence,
 – More than once, Fred’s fallaciloquence got him
   in hot water at home.
 – Because of her reputation of fallaciloquence,
   Ethel inspired confidence in all who knew her.

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