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 provides the dictionary definition(s). 3. Teacher explains meaning with student-friendly 4. definitions. Teacher highlights grammar, spelling, polysemy, and 5. so on.  Teacher engages students in activities to 6. develop word/concept knowledge. Teacher reminds students how/when to use the word. 7.

Example for 5th Grade + Say manage three times. 1. Although many species manage to survive such 2. extreme . . . (1) succeed in doing something difficult; (2) to be in 3. charge of, to run: manage a company . I managed to lose ten pounds by exercising. My father 4. manages that store. Manage is a polysemous word. Manejar is the cognate; 5. it also has multiple meanings (to drive, to manage). Think-pair-share: What have you managed well 6. recently? Remember to use manage in your summaries. 7.

Pre-Teaching Vocabulary Debrief

+ Benefits of Pre-Teaching Strategies  Collaboration

+ Benefits of Pre-Teaching Strategies  Collaboration  Helpful to hear others’ examples

+ Benefits of Pre-Teaching Strategies  Collaboration  Helpful to hear others’ examples  Lots of practice

+ Benefits of Pre-Teaching Strategies  Collaboration  Helpful to hear others’ examples  Lots of practice  Students talking as much as teacher

+ 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

Teaching Concepts/Vocabulary + 1. Teacher says the word. 1. Weather can have a big effect on your life. 2. Teacher states the word in context from the text. 2. Say effect three times. 3. Teacher provides the dictionary 3. The result or consequence of definition(s). something 4. Teacher explains the meaning 4. Influence, or the power to with student-friendly definitions. make something happen 5. Teacher asks three students to 5. Two cups of coffee in the repeat the word times. morning have a big effect on me — I can ’ t sleep at night! 6. Teacher engages students in activities to develop 6. What has had a big effect on word/concept knowledge. your life recently? TTYP. 7. Highlights features of the word: 7. How do we spell effect ? polysemous, cognate, tense, What other word is similar? prefixes, and so on.

+ More Examples for Step 6 Say the words: 1. Sleepily faithful 2. Suspiciously stubborn 3. Joyfully awesome 4. Sadly awkward 5. Softly impish 6. Loudly stern 7. Louder illuminated 8. Laughing 9. Whispering

Think-Pair-Share Come up with a long, sophisticated, complete sentence using the word __________________

+ Your Turn Come up with a clever Step 6 for one of the words from your Tier 3 or Tier 2 column

Pre-Teaching Vocabulary Demo

+ Classroom Observation Pre-Teaching Vocabulary  Math lesson on quadrilaterals  Tier 3 words using the 7-step process  Timing of Step 6, student activity?

+ 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.

+ Pre-Teaching Vocabulary: Seven-Step Process 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 provides the dictionary definition(s). 3. Teacher explains meaning with student-friendly 4. definitions. Teacher highlights grammar, spelling, polysemy, and 5. so on.  Teacher engages students in activities to 6. develop word/concept knowledge. Teacher reminds students how/when to use the word. 7.

Demo Debrief

+ 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

+ 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

+ 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

+ 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

+ Debrief Compare Amanda’s vocabulary lesson to the seven-step process found on handout page 46:  Gathered data concerning students’ understanding

+ 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

+ 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

+ 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

+ 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

Kids Debrief

+ What did you do in class today?

+ What did you learn?