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Vocabulary Instruction

"The limits of my language are the limits of my mind. All I know is what I have words for." Wittgenstein, Ludwig


on 20 February 2013

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Transcript of Vocabulary Instruction

Speaking with Conviction Taylor Mali Output Jigsaw Activity Pair-up with your vocabulary list(preferably by grade level)

Choose 3 to 5 words from your list that are important for understanding the text or that are high frequency.

Prepare an activity to teach the words; differentiate it based on students' needs.

When "Explicit Vocabulary Instruction" is implemented, then students will feel more comfortable in their ability to complete the given task and/or ask appropriate questions to clarify their understanding .
As students are able to dig deeper to gain comprehension, the result will allow for students to be better speakers and writers by providing evidence in their explanations. Emphasis on "Best" Practices Explicit Vocabulary Instruction "The limits of my language are the limits of my mind. All I know is what I have words for."

Wittgenstein, Ludwig What do we like about our current practices of teaching vocabulary? Groups of 4 Passing the Circle On one side of the Pie Chart entitled "Things I Like", write one thing you like about how you teach vocabulary or how you were taught vocabulary in the past.

Pass the Pie Chart to the person to your left and repeat the process until all parts are filled.

Be prepared to share out! RULES: HOW Multiple Strategies

Student Created Definition

Root Word, Prefix & Suffix

Counter & Visual Examples

Origins of the word (Greek/Latin)

Game Reinforcement

Positive or Negative Conotations

READ ALOUDS 6 Step Process for Teaching New Terms

1. Provide a description, explanation, or a sample of the new term.

2. Ask students to restate the description, explanation, or a sample in their own words.

3. Ask students to construct a picture or symbol for the new term.

4. Engage students periodically in activities to help them add to their knowledge of the new term.

5. Periodically ask students to discuss the terms with one another.

6. Involve students in games that allow them to play with the terms.

"Building Academic Vocabulary" -Marzano & Pickering ... continued
Samantic Maps
word connections
word relationships
Examples and Nonexamples


Word Study Notebook
Word Walls-Word Tree
Sticker Chart- earns a sticker each time a word
is used in class discussion or
casual conversation 10-15 min per day/ 5 days per week
Student Friendly Explanation

Have You Ever ?
...given advice to someone ? What advice did you give?

Show How You Would Look If...
...you were looking at a skyscraper.

Word Association
mischief, humble, bunch, throb
Which word goes with banana? Why?
Which word goes with blood? Why?

Alike and Different
They both describe the weather, but one can mean cold and the other can mean harsh. (bleak, grim) Tier 2 Words

you choose
high frequency
encounter across content areas
ex. glance, impress, sample, brink

Goal: Deep understanding Explicit Vocabulary Instruction Engaging Vocabulary Activities All scholars (ESE, ELL, Gifted, ED) need to understand information at differing levels in order to use information or knowledge strategically. 3 forms of knowledge as categorized by Ellis and Worthington (1994).
Declarative- factual knowledge, or what something is
Procedural- how something is done
Conditional- knowing when and when not to use a particular skill or strategy WHY ? Reconsider what some experts call "Dubious Practices."
learn the definition
look it up in the dictionary/synonym
use it in a sentence These activities don't
engage the learner
enhance deep understanding
provide multiple means of exposure + = Learning Beyond Boundries We do not want to
to sound like this!
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