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Teaching Vocabulary Pre-Teaching Vocabulary + Pre-Teaching - - PowerPoint PPT Presentation
Teaching Vocabulary Pre-Teaching Vocabulary + Pre-Teaching - - PowerPoint PPT Presentation
Teaching Vocabulary Pre-Teaching Vocabulary + Pre-Teaching Vocabulary: An Example for 2 nd -5 th Grades Teacher says the word and asks students to repeat the 1. word three times. Teacher states the word in context from the text. 2. Teacher
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+ Pre-Teaching Vocabulary:
An Example for 2nd-5th Grades
1.
Teacher says the word and asks students to repeat the word three times.
2.
Teacher states the word in context from the text.
3.
Teacher provides the dictionary definition(s).
4.
Teacher explains meaning with student-friendly definitions.
5.
Teacher highlights grammar, spelling, polysemy, and so on.
6.
Teacher engages students in activities to develop word/concept knowledge.
7.
Teacher reminds students how/when to use the word.
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Example for 5th Grade
1.
Say manage three times.
2.
Although many species manage to survive such extreme . . .
3.
(1) succeed in doing something difficult; (2) to be in charge of, to run: manage a company.
4.
I managed to lose ten pounds by exercising. My father manages that store.
5.
Manage is a polysemous word. Manejar is the cognate; it also has multiple meanings (to drive, to manage).
6.
Think-pair-share: What have you managed well recently?
7.
Remember to use manage in your summaries.
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Pre-Teaching Vocabulary Debrief
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+ Benefits of
Pre-Teaching Strategies
Collaboration
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+ Benefits of
Pre-Teaching Strategies
Collaboration Helpful to hear others’ examples
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+ Benefits of
Pre-Teaching Strategies
Collaboration Helpful to hear others’ examples Lots of practice
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+ Benefits of
Pre-Teaching Strategies
Collaboration Helpful to hear others’ examples Lots of practice Students talking as much as teacher
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+ Benefits of
Pre-Teaching Strategies
Collaboration Helpful to hear others’ examples Lots of practice Students talking as much as teacher Personal examples will be remembered
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1. Teacher says the word. 2. Teacher states the word in context from the text. 3. Teacher provides the dictionary definition(s). 4. Teacher explains the meaning with student-friendly definitions. 5. Teacher asks three students to repeat the word times. 6. Teacher engages students in activities to develop word/concept knowledge. 7. Highlights features of the word: polysemous, cognate, tense, prefixes, and so on. 1. Weather can have a big effect on your life. 2. Say effect three times. 3. The result or consequence of something 4. Influence, or the power to make something happen 5. Two cups of coffee in the morning have a big effect on me—I can’t sleep at night! 6. What has had a big effect on your life recently? TTYP. 7. How do we spell effect? What other word is similar?
Teaching Concepts/Vocabulary
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Say the words:
- 1. Sleepily
- 2. Suspiciously
- 3. Joyfully
- 4. Sadly
- 5. Softly
- 6. Loudly
- 7. Louder
- 8. Laughing
- 9. Whispering
faithful stubborn awesome awkward impish stern illuminated
More Examples for Step 6
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Come up with a long, sophisticated, complete sentence using the word
__________________
Think-Pair-Share
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+ Your Turn
Come up with a clever Step 6 for one of the words from your Tier 3 or Tier 2 column
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Pre-Teaching Vocabulary Demo
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+ Classroom Observation
Pre-Teaching Vocabulary
Math lesson on quadrilaterals Tier 3 words using the 7-step process Timing of Step 6, student activity?
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+ Classroom Observation
Compare Amanda’s vocabulary lesson to the seven-step process found on handout page 46, and describe what’s notable about her teaching.
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+ Pre-Teaching Vocabulary:
Seven-Step Process
1.
Teacher says the word and asks students to repeat the word three times.
2.
Teacher states the word in context from the text.
3.
Teacher provides the dictionary definition(s).
4.
Teacher explains meaning with student-friendly definitions.
5.
Teacher highlights grammar, spelling, polysemy, and so on.
6.
Teacher engages students in activities to develop word/concept knowledge.
7.
Teacher reminds students how/when to use the word.
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Demo Debrief
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+ Debrief
Compare Amanda’s vocabulary lesson to the seven-step process found on handout page 46:
Students did well on the ping-pong
activity, equal turns, helped each other
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+ Debrief
Compare Amanda’s vocabulary lesson to the seven-step process found on handout page 46:
Students did well on the ping-pong
activity, equal turns, helped each other
Timing was good
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+ Debrief
Compare Amanda’s vocabulary lesson to the seven-step process found on handout page 46:
Students did well on the ping-pong
activity, equal turns, helped each other
Timing was good Giving an example set up the task well
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+ Debrief
Compare Amanda’s vocabulary lesson to the seven-step process found on handout page 46:
Students did well on the ping-pong
activity, equal turns, helped each other
Timing was good Giving an example set up the task well Sharing an example that was heard made
kids feel great
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+ Debrief
Compare Amanda’s vocabulary lesson to the seven-step process found on handout page 46:
Gathered data concerning students’
understanding
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+ Debrief
Compare Amanda’s vocabulary lesson to the seven-step process found on handout page 46:
Gathered data concerning students’
understanding
Incorporated word study into lesson
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+ Debrief
Compare Amanda’s vocabulary lesson to the seven-step process found on handout page 46:
Gathered data concerning students’
understanding
Incorporated word study into lesson Had 100% participation
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+ Debrief
Compare Amanda’s vocabulary lesson to the seven-step process found on handout page 46:
Gathered data concerning students’
understanding
Incorporated word study into lesson Had 100% participation Encouraged polite interaction
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+ Debrief
Compare Amanda’s vocabulary lesson to the seven-step process found on handout page 46:
Gathered data concerning students’
understanding
Incorporated word study into lesson Had 100% participation Encouraged polite interaction Got students to use the language
themselves
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Kids Debrief
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What did you do in class today?
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