Vocabulary and comprehension techniques powerpoint presentation v2

Vocabulary and Comprehension TechniquesCETLMay 6, 2011Marcia Luptak

VocabularyLargest predictor of college successNumber of exposures = ownership

VocabularyCritical Features of Vocabulary Instruction

Words to TeachAcademic Word List (AWL)Tier 2 WordsOxfordAll students who need vocabulary can work on the same words since they are academic vocab.

AssessmentWMT – Word Meaning Test (oral)Breadth– number and kinds of word meanings knownDepth – flexibility of knowledge (rubric)1. never heard it before2. heard it, but don’t know what it means3. kind of know it4. know it well

Problems with Traditional Teaching StrategiesContext CluesPedionomite The pedionomite was struck by lightning.The pedionomite was reserved, but friendly.What does pedionomite mean?A pedionomite is a person who lives on a plain.Research shows that context clues are not an effective way to teach vocabulary.

Problems with Traditional Teaching StrategiesDictionary DefinitionsDictionary definitions are not necessarily clear. Also, there may be multiple meanings and students do not know which one to choose.When students used dictionaries to create sentences: 63% of the sentences were judged “odd” and60% were judged “unacceptable.” (Isabel Beck)

Pre- and Post TestsSampleAdequateAppealEstablish – something that is stable all readyPotential – what somdoby or something has to do somethingRespond – is the respond that you give to a question

Direct, Explicit Instructionuse direct instruction to introduce the word meaningssolicit examples from students to illustrate the words across different contextsExample: utilize: to make (good) use of; to make the most of

Low Impact Exerciseshighly supportive and have only 1 correct answercontext is supplied, so not as personal or rigorous

High Impact Exercisesexplore meaning in more depthopen-ended, so students develop own contexts

Sentence CompletionsSomething that I can do adequately (but not outstandingly) is _____________.Something that I am awkward at is _____________________________.One family rule my parents established when I was young was ____________.Try it: Use a word from the work bank to write a statement.

Read-and-RespondSample questions :words – utilize, challenge, adequate, considerable.What are some of the challenges in recycling plastic?How can you utilize your recycling bin more effectively?Should we spend considerable time thinking about how we can adequatelyutilize our resources?

Yes/No – Why?Is it customary to feel inadequate if our potential is not met?Does it feel awkward to appeal to someone for money, even if it’s for a humane reason?When someone doesn’t respond to you, does it make you feel as if you’ve vanished?Try it: Use a word from the work bank to write a question.

Similarities and DifferencesInstruction should emphasize differences as well as similarities among word meanings. Try ItHow are these words similar and different?Lie Misconception Fabrication Perjury

Makes Sense?Martin, L. Adult Learning Resource Center, www.thecenterweb.org. Example:The “E” on the fuel gauge in my car indicates that my car is almost out of gas.The “E” on the fuel gauge in my car indicates that my car has plenty of gas.The “E” on the fuel gauge in my car indicates that my car is full of gas.Try it: Use a word from the work bank to write a statement.

Quick Write/TalkMartin, L. Adult Learning Resource Center, www.thecenterweb.org. Example PromptsWhat do you do consistently?What is something that you analyze regularly?See also Vocabulary Power

Examples and Non-ExamplesBeck, I., McKeown, M., & Kucan, L. (2002). Bringing Words to Life: Robust Vocabulary Instruction (pp.74-75). New York, NY: The Guilford Press.Example: consistentJavier always comes to work on time.Javier usually comes to class on time.Try it: Use a word from the word bank above and write two sentences. One should reflect the meaning of the word, and the other should not.

Describing PicturesTry it: Using the words below, write sentences that describe the picture.

Independent Word Practice (advanced vocabulary practice)The Conversation GameApples to ApplesJeopardy10,000 Pyramid**will be demonstrated after workshop**

Writing AssignmentsExample: Do you think your current neighbors would welcome the opportunity to get to know each other better? Write an essay telling why or why not. Use at least three vocabulary words.

Raising Vocabulary AwarenessStahl, S.A., & Nagy, W.E. (2006). Teaching Word Meanings. Mahwah, NJ: Lawrence Erlbaum Associates.word of the week/ dayword wallword spotting – where did you hear/see words outside of class (write down for homework)?punstracking vocabulary progress (vocabulary journal, quizzes, word knowledge charts)

Other Activitiesvocabucks for students who use vocabulary in class (prizes)word sorts/ word categoriesanalogiesteaching morpheme patterns: prefixes, suffixes, rootssemantic mapssemantic features analysisextensive reading

ComprehensionAssessmentBader reading assessmentUse comprehension questions to assess student understanding

Factors to consider:Matching the level of the text to the learner’s instructional reading levelChoosing materials that are interesting and purposeful for the reader and suitable for adultsChoosing materials that lend themselves to the strategies that will be taughtSelecting a variety of text types and structures; starting with the most familiar to the reader (e.g., narrative). But need to expose students to more expository texts.

Teaching Strategies:Model, guided practice, whole class on easy reading (lowest reading level in class)Practice in groups according to level to work on reading at their levelTeach one group of students who need help with a particular strategy while other students work independently, applying a strategy already learned

Sources of materials:Six Way Paragraphs. www.marshalladulteducation.orgFry Readability Chart (online)Can contact publisher to find out reading level of material.

Goalsconnecting sentences to form ideasrelating ideas to what they already knowrecognizing when an idea is missed and knowing what to do

Comprehension Strategies and ActivitiesTeach fewer strategies and teach them wellSummarization and questioning are the 2 strongest techniques

SummarizingWhat is the topic of the paragraph? what is the paragraph about? what is the focus?What is the most important point the author makes about the topic?

QuestioningWay for learners to integrate information from the texte.g., Earhart disappeared on a flight around the world.What happened to Earhart?What was she on when she disappeared?NOT: Where did she disappear? (answer not in the statement)

Combining Summarizing and QuestioningSusan Perez Demo

K-W-LHelps students to draw connections between what they read in a text and their own knowledge and experiences

Text StructuresHelp students to see how ideas in the text relate to one anotherCause and EffectCompare and/or ContrastSequenceDescriptionStoryTry It

Text Marking Strategyuse text marking especially to monitor reading – check for understandinguse a limited number of symbols – easier for students to usealso monitor if the question is answered later in the textTry It

RetellingFollows order of the original textHas more detailsWhat do you remember about the passage?

Vocabulary and comprehension techniques powerpoint presentation v2

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