Possible Sentences

Possible sentences is a pre-reading strategy significantly improved both students’ recall of target word meanings and their comprehension of the selection containing those words (Stahl and Kapinus, 1991).  This lesson will give students the ability to acquire in - depth understanding of word meanings.  This can be used with grade three and above.  This lesson can be used whole group, small group or with pairs.

The components of the semantic feature analysis are:

1. Select the target words - Select between 5-7 words from the text that may be unknown to students and are central to the main idea of the selection and are adequately defined by context within the selection.
2. Introduce the words - List the words on the board or put them on the Smartboard.  Ask students to share their knowledge of each word and give a student friendly definition of each word if necessary.
3. Write possible sentences - Have students work individually or in pairs to make up sentences that contain at least two of the target words.
4. Read the selection - Have students read the text.
5. Evaluate the accuracy of the possible sentences - Evaluate the accuracy of the possible sentences.  Have students rewrite sentences if necessary.
   

Semantic Feature Analysis

Semantic feature analysis uses a grid rather than a map format and is a systematic strategy for exploring and reinforcing vocabulary concepts through use of categorization.  This lesson will give students the ability to categorize words and the ability to compare and contrast features on unrelated words.  This can be used with grade three and above.  This lesson can be used whole group, small group or with pairs.

The components of the semantic feature analysis are:

1. Select a category - Select a category to be analyzed.
2. Add the category types - Encourage students to discuss what they know about the concept being analyzed.
3. Add features - Decide what features, or characteristics are to be explored.
4. Show feature possession - Model how the grid can be used to show features of each type of boat.
5. Expand the grid - Have the students expand the grid by adding more types and features.
6. Discuss and explore the grid - Exploring the feature grid is most effective when the students make observations, point out connections and note similarities and differences. I use the following sheet in my classroom to promote my students to use and listen for vocabulary words in a multiple of settings. https://www.teacherspayteachers.com/Product/Vocabulary-2370160
    

Semantic Map

Semantic mapping is an activity for building connections between groups of semantically connected words, it is highly flexible and adaptable to different connections.   This lesson will give students the ability to classify words related to a specific concept and the ability to understand and use vocabulary related to specific content.  This can be used with grade two and above.  This lesson can be used whole group, small group or with pairs.

The components of the semantic map sorts are:

1. Introduce the concept - Explain the concept of the semantic map to the students.  This concept should be related to a piece of text the students will be reading.
2. Brainstorm - Ask students to brainstorm a list of words related what you are studying.  As the students brainstorm, list their suggestions on the board.
3. Make the semantic map - Students should use the brainstormed words to develop a map of the concept being studied.
4. Read the selection - Have students read the pre-selected text.
5. Discuss the selection and revise the map - After reading, ask students if there are any terms from the selection that could be added to the map.
6. Active engagement - Using words from the map have students respond to questions and make up their own comparisons.

Concept Picture Sort

Concept picture sorts provide primary students with the opportunity to classify  and categorize, adding new information to their existing understanding of word knowledge.  This lesson will give students the ability to classify grade appropriate categories of words and the ability to identify and sort common words from within basic categories.  This can be used with kindergarten or first grade students.  This lesson can be used whole group, small group or with pairs.

The components of the concept picture sorts are:

1. Prep time - Divide a bulletin board into two sections.
2. Read a story -  The story should contain vocabulary that can put into each of the two sections.  This step is not necessary but will make the vocabulary more meaningful for the students.
3. Teach/Model - Define the meaning of each of the two sections and place an appropriate picture in both sections.
4. Guided practice - Ask students what other pictures could be placed in each of the sections.
5. Independent practice - Give students old magazines and ask students to cut out pictures that would fit into one of the two categories.
6. Extend word knowledge - Have students sort things within the sections into smaller or more distinct categories.
   

Function Words

Function words tell a reader about the structure of a sentence, they are words that have syntactic words.  ELs may be confused about function word usage and meaning and can benefit from explicit instruction (Anderson and Roit, 1998).  This lesson gives students the ability to discriminate the meaning of prepositions.  This lesson is appropriate for kindergarten and above, as needed. This lesson can be used with a whole group, small group or pairs.

The components of function words are:

1. Teach/Model - Tell students they are going to learn a new word that they use or will use often in reading, writing and speaking.
2. Introduce the target word - Ask students questions that either contain the target word or the require the students to use the target word in the response.
3. Guided practice - Continuing asking students questions that either contain the target word or the require the students to use the target word in the response.
4. Repeat with second target word.
5. Guided mixed practice - Students will now practice both target words.
6. Practice using the target words - Ask students questions that either contain the target word or the require the students to use the target word in the response.
7. Practice using the target words - Provide a picture and ask students questions about the picture that either contain the target word or the require the students to use the target word in the response.
8. Independent practice - Have the students practice using the words and asking and answering questions containing the target words with partners.
   

Contextualized Vocabulary - Method for Independently Read Text

This lesson is based on research based methods developed by Isabel Beck.  This is a way to develop in - depth knowledge of word meanings while students independently pre-selected text.  This activity is perfect for grade 2 and up.  This can be used with the whole class, small group or pairs.

This can be used to develop student’s knowledge of 3 - 5 pre-selected target words.   

The components of independently reading are the following:

1. Before Reading the Selection - Introduce the meanings of the target words.
2. Introduce the first target word.
1. Read and pronounce the word - Write the word on the board and have the students read and pronounce it.  I sometimes type the word and project it onto the smartboard so that I can refer to it at a later date.
2. Give student friendly explanation - Explain the word’s meaning in everyday language that is clear and accessible to students.
3. Provide a different context - To ensure a clear and explicit concept of the word, develop a sentence with scaffolded questions.  Use the target word in a context that is similar but different from the story context.
4. Engage actively with the word - Provide playful opportunities for students to interact with the word and process its meaning.
1. Questions - Ask questions that require students to apply the target word’s meaning.
2. Finish the idea - Sentence starters require students to use and apply the meaning of a target word in a different context.  Start a sentence and have the students think of an ending.
3. Have you ever…? - The students describe their own experiences using the target words.
3. Repeat with the other target words.
4. Read the selection - Students read the text independently, silently or aloud.
5. After reading the selection - Provide instructional activities that get students actively involved in using and thinking about the words.
1. Discussion prompts - Use story contexts as a basis for discussing word meanings with students.
2. Examples and nonexamples - Have students differentiate between two descriptions, one is an example of the target word and one is a non-example.
3. Juxtapositions - Challenge students to answer a yes or no question containing two juxtaposed target words.
4. Choices - Making choices enables students to apply the meaning of a target word.  Name situations and if the situation is an example of the target word they say “Wow” and if it isn’t they don’t say anything.
5. Missing words - Read and discuss cloze sentences and agree on how to complete each one.
6. True/False - Allow students to respond to true - false statements.
7. Word associations - Ask students to associate one of the words with a sentence or phrase.
6. Assess word knowledge - Give students a quiz at the end of the week.
7. Extend word use beyond the classroom.  Developing an in - depth, extensive, and permanent understanding of new vocabulary comes from multiple exposures in more than one context.  I use the following sheet in my classroom to promote my students to use and listen for vocabulary words in a multiple of settings.   Vocabulary by Being a Teacher | Teachers Pay Teachers 
   

Contextualized Vocabulary - Text Talk

Text talk is a research based method developed by Isabel Beck and Margaret McKeown.  Text talk is a read aloud method that will help students develop in - depth knowledge of word meanings.  This activity is perfect for grades kindergarten through second grade.  Text talk can be done in a whole group, small group or pairs.

In text talk, text specific vocabulary is extensively introduced after a story has been read aloud to students.

The components of text talk are the following:

1. Preread text and select target words.
2. Read the story aloud - As you are reading, pause and give a brief explanation for each target word when you come to it, as well as for any words that are likely to affect comprehension.  Explanations should not interrupt the flow of the story, target words will be fully explained after reading the story.  
3. After reading the story -
1. Contextualize the word - The context of the story provides a familiar situation within which to introduce the word.
2. Say the word - Create a phonological representation of the word.
3. Give a student - friendly explanation - Explain the word’s meaning in everyday language - language that is clear and accessible to students.
4. Provide a different context - Show how the word can be used in a context different from the story context.
5. Engage actively with the word - Provide playful opportunities for students to interact with the word and process its meanings right away.
1. Finish the idea - Sentence starters require students to use and apply the meaning of a target word in a different context.  Give students the beginning of a sentence and have think of an ending.
2. Choices - Making choices enables students to apply the meaning of a target word.  Name some situations and if it is an example of the target word students should say the target word and if it isn’t they shouldn’t say anything.
3. Questions - Ask questions that require students to apply the target word’s meanings.
6. Say the word again - Reinforce the word’s meaning and phonological representation.
4. Repeat for all other target words.
5. Bring the target words together - After introducing the words one at a time, provide opportunities for students to use all words together.
1. One Question - Using all the target words, develop one thought - provoking question and then challenge students to answer it.
2. Questions: Two Choices - Develop a question in which students must choose the target word that best describes a particular situation.
3. Questions: One Context - Using a single context, develop a question for each of the words.  
4. Questions: Same Format - Using a uniform format, develop a question for each of the words.
5. Prompts - Develop an open - ended discussion prompt for each of the words.
6. Extend word use beyond the classroom - Developing an in - depth, thorough and permanent understanding of new vocabulary comes through multiple exposures in more than one context. I use the following sheet in my classroom to promote my students to use and listen for vocabulary words in a multiple of settings. Vocabulary by Being a Teacher | Teachers Pay Teachers
   

Vocabulary - Part Seven

Providing students opportunities to process word meanings at a deeper, more complex level, rich instruction goes beyond definitional information to get students actively engaged in using new words and thinking about word meanings and creating relationships among words (Beck et al. 2002).  Students should practice using words to ensure that the word becomes an active part of their vocabulary, not just an isolated piece of information.  In successful vocabulary program, words do not appear as part of a classroom exercise and then drop from sight (McKeown and Beck, 2004).  Students can respond to various characteristics of a word, explore the facets of its meaning, and apply the word’s meaning in a variety of contexts (Diamond and Gutlohn, 2006).

The more that students become aware of how words are used and where they are encountered outside class, the greater the chance that will come to own them (McKeown and Beck, 2004).

We use words to think, the more words we know, the finer our understanding is about the world (Stahl, 1999).  Explicit instruction in vocabulary can increase vocabulary learning and comprehension (National Reading Panel, 2000).

Vocabulary instruction should happen anytime and all the time (McKeown and Beck, 2004).  Depending on the instructional situation, specific words can be introduced before reading, during reading or after reading (Diamond and Gutlohn, 2006).

A sound evaluation of a student’s vocabulary be based on data from more than a single assessment (National Reading Panel, 2000).

Vocabulary - Part Six

       Children in the primary grades are generally preliterate, they do not understand language in print as well as they understand oral language (Biemiller and Boote, 2006).  Effective vocabulary instruction creates rich knowledge of the meaning and uses of words, something that traditional dictionary definition approaches do not provide (Diamond and Gutlohn, 2006).

       Vocabulary instruction should be incorporated into reading instruction, within the context of reading narrative and informational text (National Reading Panel, 2005).

       A story can provide a strong context within which to begin the word meaning explanation.  Text talk has two main goals: 1) to enhance comprehension through scattered open questions and 2) to enhance vocabulary development.  In Text Talk, vocabulary is fully discussed after reading the story (Diamond and Gutlohn, 2006).

       Generally, the sequence for independently read text differs from the Text Talk read aloud method in that target words are introduced before students read the selection (Diamond and Gutlohn, 2006).

       To introduce words so that they take root in student’s vocabulary, keep in mind the following: 1) make word meanings explicit through student friendly explanations, 2) incorporate teacher created contexts as opposed to text created contexts and 3) get students actively engaged in discussing the word meanings right away (Beck et al., 2002).

       To develop student friendly explanations, follow two basic principles: 1) characterize the word and how it is typically used and 2) explain the meaning in everyday language, language that is accessible and meaningful to students (Beck et al., 2002).  Dictionary definitions are not an effective vehicle for learning new word meanings (Beck et al., 2002).

       Sometimes a word’s natural context, in text or literature, is not all the informative or helpful for originating word meanings (Beck et al., 2002).

     Provide short, playful, and lively opportunities for students to interact with words and process their meanings right away (Diamond and Gutlohn, 2006).

     

Vocabulary - Part Five

            Reading print and understanding words are two conditions needed for success in reading grade level books (Biemiller 2000).  Explicit instruction has proven to be an effective way for students to acquire vocabulary knowledge (National Reading Panel 2000).

            Though no formula or explicit list yet exists for selecting age appropriate vocabulary for instruction, researchers have worked out strategies to identify such vocabulary.  When selecting words to teach the three tier system, the sequence of word acquisition and words for English Learners should be considered (Diamond and Gutlohn 2006). 

            An advanced system, or algorithm, for selecting words in a text best suited for direct explanation and focused instruction has been developed (Beck and McKeown 1985).  An established literate individual’s vocabulary basically comprises three tiers of words: Tier One words consist of basic words (these words rarely require instruction), Tier Two words occur frequently in language, are central to comprehension and are understood by established language users (these words are the best words for explicit instruction) and Tier Three words are low frequency or specialized words that are often limited to specific fields, domains of knowledge or content areas such as social studies or science (these should be taught only as they arise).

            Even though English Only (EO) students are assumed to know most Tier One words this is not always the case for ELs.  To guide instruction for ELs a modified criterion should include: concreteness (Is the word concrete or abstract?), cognate status (Does the English word have a cognate in the student’s first language?), depth of meaning (Does the word have multiple meanings?) and utility (Is the meaning of the word key to understanding the selection?).  Content words carry information or meaning in a text.  There are two type of content words: concrete and abstract.  Teaching students whose primary language is not English to take advantage of their cognate knowledge can be a powerful tool (August et al. 2005).

          Words are learned in approximately the same order (Biemiller 2005).  Students acquire vocabulary in a relatively well defined sequence that is ordered by vocabulary size rather than by grade level (Biemiller 2005).