Dynamic Vocabulary
and Sentence Building
Strategies to Kick
Writing Up a Notch!
by Carolyn Hood
CTA 2010
©2009 Learning
g Headquarters
q
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(619) 229-0010 ◊ Fax (619) 229-6672 ◊ Email [email protected]
Website www.learningheadquarters.com
Illustrations by Heidi Tucker and Nancy Fetzer
Accessing
High-Level
Vocabulary
Language Experience
“By the age of three, the
average American child in a
welfare family may have 10
million fewer words of
cumulative language
experience than the average
child in a working class
family ”
family.
Todd R. Risley & Betty Hart
University of Alaska
From conference materials for the
National Conference on Family Literacy and the California
Family Literacy Conference
March 16-18, 2002
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Building on
Cumulative Vocabulary
“…the most powerful way to
teach new terms and phrases
is to use an instructional
sequence that allows for
multiple exposures to students
in multiple ways.”
tiny
small
huge
big
-24
24 times practice to reach
80% competency-
red
hot
Vocabulary
cold
sweet
salty
Marzano, R. J., Pickering, D. J., and Pollock, J. E. (2001).
Classroom Instruction that Works: Research Based Strategies
for Increasing Student Achievement. Association for
Supervision and Curriculum Development: Alexandria, VA.
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Sorting and Classification
Colors
Shapes
Food
red
d
square
apple
yellow
circle
grapes
green
triangle
ham
blue
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Transitions
“Cohesive and coherent
writing requires a constant
attention
tt ti to
t the
th maintenance
i t
of the topic which is
organized in a careful
sequence of ideas and the
smooth transitions between
sentences.”
t
”
Mather, N. & Roberts, R. (1995).
Informal Assessment and Instruction in Written
Language. New York: John Wiley & Sons.
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Fourth Grade
Transitional Phrases
Scoring Guide
1
2
3
4
Below
Standard
Approaching
pp
g
Standard
At
Standard
Above
Standard
Not using
Uses less
sequential than three
transitions grade level
or
simplistic
transitions
Uses a
Uses a
variety of variety of
three or
synonyms,
signpost more grade
level
phrases,
transitions
and
sequential
t nsiti ns
transitions
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Fourth Grade
Transitional Phrases Data
Pretest
Postest
Total
Growth
1-2
3-4
1-2
3-4
Teacher
T
h
1
85%
15%
54%
46%
15%46%
Teacher
2
88%
12%
48%
52%
12%52%
Teacher
3
92%
8%
40%
60%
8%60%
Teacher
4
88%
12%
52%
48%
12%48%
Teacher
5
96%
4%
42%
58%
4%58%
Total
90%
10%
47%
53%
10%53%
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Standards-Based
Vocabulary
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Promoting Student Ownership
of Vocabulary
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Gathering Descriptive
Language
Understanding Relations
of Words & Their Meaning
• Highlights Exposure To and
Targets New Vocabulary
• Anchors
A h V
Vocabulary
b l
ffrom Wid
Wide
and Extensive Independent
Reading Experiences
• Applies Vocabulary and Concept
Development to Reading, Writing,
g, and Speaking
p
g
Listening,
• Increases Vocabulary Acquisition
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Tip: Using the Organizers
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Generating
Sensory Details
• Add to Class Bank when
Reading, Writing, or Discussing
• Demonstrate How to Utilize
Vocabulary Words when
Writing Aloud
• Promote Students to Keep
Own Banks in Writing Folders
• Add Non-Linguistic
Representation and Mnemonics
to Help Build Understanding
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Now, You Try It!
The weather changes
f
from
day
d to d
day and
d
across the seasons.
Describe the weather
on a rainy day.
© 2003, 2004, 2005, 2006, 2007 Learning Headquarters
Vocabulary: There are
recommended processes for
teaching new terms and phrases:
1. Present the students with a brief
explanation or description of the new term
or phrase
p
2. Present the students with a nonlinguistic
representation of the new term or phrase
3. Ask the students to generate their own
explanations or descriptions of the new
term or phrase
4. Ask the students to create their own
nonlinguistic representation of the new
term or phrase
5. Periodically ask the students to review the
accuracy of their explanations and
representations
Adapted from: Marzano, R., Pickering, D., & Pollock, J.
(2001). Classroom Instruction that Works: Research
Based Strategies for Increasing Student Achievement..
Alexandria, VA: Association for Supervision and
Curriculum Development.
© 2003, 2004, 2005, 2006, 2007 Learning Headquarters
Vocabulary Map
traipsing
“More getting up
early, traipsing up
and down the
river, and trying
to avoid crazy
men in their union
suits.” p. 100
-to walk or
wander
roam
-roam
-meander
-staying put
-laying
around
-running
K Vocabulary Map
I enjoyed
traipsing in
the woods
when we went
camping.
you act
how y
behavior
rule
Use
peace
feet!
a law we allow
Cushman, K. (1996). The Ballad of Lucy Whipple. New York: Harper Trophy.
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First Vocabulary Map
weather
“In the winter,
the weather
is cold.”
(p 2)
(p.
What the air
and temperature
are like
thermometer
“Thermometers
measure how hot
or cold it is.”
(p. 6)
Tool that
measures heat
and cold
(temperature)
-2nd
Vocabulary Map
Grade Student Sample-
Hammonds, H. (2002). Weather Watching. Barrington, Illinois; Rigby.
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-4th
Vocabulary Map
Grade Student Sample-
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Now You Try It!
Now,
quarrel
glistening
“...she would have
welcomed a
quarrel as a
pleasant break in
the monotony of
sitting here...”
p. 15
“Its eyes,
mere
pinheads of
glistening
black, stared
fiercely
y at
her...” p. 89
Gates, D. (1940). Blue Willow. New York: Puffin Books.
© 2003, 2004, 2005, 2006, 2007 Learning Headquarters
•
Vocabulary Tip:
Use kinesthetic movement to
increase vocabulary
 Student-generated
 Used during transitions
 Attention grabbers
Now,, Let’s Try
y It!
–Glistening-
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© 2002-2003 Musically Aligned: In Tune with Teaching Standards.
P.O. Box 473, Descanso, CA 91916
Fax: (619) 659-5087 Email: [email protected]
Website: www.musicallyaligned.com
© 2003, 2004, 2005, 2006, 2007 Learning Headquarters
Fourth Grade
Vocabulary Assessment from
Language Arts Adoption Theme
Pretest
Postest
Total
Growth
1-2
1
2
3-4
3
4
1-2
1
2
3-4
3
4
Teacher
1
100%
0%
27%
73%
0%73%
Teacher
2
92%
8%
16%
84%
8%84%
Teacher
3
96%
4%
48%
52%
4%52%
Teacher
4
91%
9%
18%
82%
9%82%
Teacher
5
86%
14%
14%
86%
14%86%
Total
93%
7%
25%
75%
7%75%
Two vocabulary strategies
I will try in my classroom:
•
•
How I plan to implement
them:
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Building
Powerful
Sentences
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Who/What Chart
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© 2003, 2004, 2005, 2006, 2007 Learning Headquarters
Using the Who/What
Chart to Make a Simple
Sentence
Using the Who/What
Chart to Make a Powerful
Sentence
• “Who
“Wh or what
h t are
we going to write
about?”
 My dad
• “What
“Wh t about
b t your
dad?”
 My dad is nice.
© 2003, 2004, 2005, 2006, 2007 Learning Headquarters
Using the Who/What
Chart to add Extenders
and Travelers
• “Do we want to use a little word
like is or do we want to choose
a big and powerful verb? What
happened to your dad or what
does your dad do?”
 My dad loves to fish.
© 2003, 2004, 2005, 2006, 2007 Learning Headquarters
Using the Who/What Chart
to Make 3 Powerful
Sentences
• “Where does your dad love to
fish?”
 My
y dad loves to fish at
the river.
• “Why does he love to fish?”
 He likes to bring home
fish for us to eat.
© 2003, 2004, 2005, 2006, 2007 Learning Headquarters
My dad is nice. He
loves to fish at the
river. He likes to bring
home fish for us to eat.
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Now You Try
y It!
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Now You Try It!
Build Powerful Sentences
Using the
Powerful Sentences Chart
and Sentence Blueprint Cards
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Powerful
Sentences
© 2003, 2004, 2005, 2006, 2007 Learning Headquarters
© 2003, 2004, 2005, 2006, 2007 Learning Headquarters
Starters
& Stickers
Adjectives
Nouns
Who? or What?
Subject:
Verbs
What About?
Predicate:
Where?
When?
Powerful Sentences
How?
Powerful Sentences Chart ©2002 Learning Headquarters
Why?
-TravelersThe
desperate
49ers
using
i a
rocker
i
in
California
d i th
during
the
Gold Rush.
-Triple Deckerspanned for
gold
The desperate 49ers panned for gold
during the Gold Rush in California.
The
dreamers
hopeful
panned through investigated the and searched at
Mother Lode,
their land claim
riverbeds,
every
waking hour.
Using a
rocker,,
the
desperate
panned for
gold
in
California
during the
Gold Rush.
49ers
The hopeful
p
dreamers panned
p
through
g riverbeds,,
investigated the Mother Lode, and searched at
their land claim every waking hour.
Using a rocker, the desperate 49ers panned for
gold during the Gold Rush in California.
© 2003, 2004, 2005, 2006, 2007 Learning Headquarters
-Double the Who’s-
James
Marshall,
in the Sierra
Nevada mountains
a gold
seeker,
in 1849
hunted for
nuggets
to
prosper.
© 2003, 2004, 2005, 2006, 2007 Learning Headquarters
Two sentence strategies I
will try in my classroom:
•
•
How I plan to implement
them:
James Marshall, a gold seeker, hunted for
gg
in the Sierra Nevada mountains in 1849
nuggets
to prosper.
-with TravelersTo prosper, James Marshall, a gold seeker,
hunted for nuggets in the Sierra Nevada
mountains in 1849.
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5 Senses
Five Senses Organizer ©2002 Learning Headquarters
Illustrated by Nancy Fetzer
Date:
Name:
Word Sort
Word Sort Organizer ©2002 Learning Headquarters
The V
ocabular
y W
all
Vocabular
ocabulary
Wall
STARTERS & TRANSITIONS
Articles
An
A
The
ADJECTIVES
NOUNS
VERBS
EXTENDERS
5 Senses
Living Things
Actions W e
See
Where?
Pronouns
=
Sara
=
Taste
She
Smell
See/Look
Hear/Sound
Touch / Feel
above across
I you
he she it
we they both
nobody no one
a
an
the
beside under by
through beneath
around between
in over behind
everybody
someone
Synonyms
=
Candy
=
Sweets
Sequence
123
against toward
within beyond
Places
Feelings
Angry
Actions W e
Don’t See
Happy
Calm
Nervous
first next finally
lastly as soon as
once previously
meanwhile
before
during
often
today
later to begin
in conclusion
in summary
Cause and
Effect
Compare and
Contrast
When?
after until
throughout
yesterday
tomorrow
earlier recently
while frequently
simultaneously
Amounts
Things
Tall
Fast
Short
Ho
w We Say
How
Things
Why?
Slow
therefore if...then
consequently
since although
subsequently
as a result
also however
for this reason
in comparison
in contrast
Fact/
Reference
Opinion/
P oint of V ie
w
iew
for example
as stated in fact
according to
the author explains
the text shows
to illustrate
for instance
so since
because
to for
in addition
likewise similarly
yet even though
on the other hand
I believe
I suggest
I think I wonder
I feel I predict
I recommend
this reminds me of
in order to
due to
on account of
More
Adjectives
More
Nouns
More
Ve r b s
How?
poorly suddenly
beautifully slowly
gently skillfully
well sideways
clockwise hard
sly as a fox
brave like a lion
Vocabulary Wall Template ©2003 Learning Headquarters
My Vocabulary Words
Name:
Date:
Topic
Adjectives
Nouns
Verbs
My Vocabulary Words Organizer ©2002 Learning Headquarters
Illustrated by Nancy Fetzer
My Descriptive Words
5 Senses
Feelings
Name:
Date:
Amounts
My Descriptive Words Organizer ©2002 Learning Headquarters
Illustrated by Nancy Fetzer
Touch
Taste
Smell
Hear
Synonyms:
See
Descriptive Web Brainstorm Organizer ©2002 Learning Headquarters
Date:
Name:
Date:
Name:
Word
Picture
Vocabulary Map
K Vocabulary Map ©2008 Learning Headquarters
Description
Word
Context
Vocabulary Map
Picture
Date:
Name:
Vocabulary Map ©2007 Learning Headquarters
Description
Word
Context Clue
What it is:
Definition or
Synonym
Vocabulary Map
What it isn’t:
Antonym
Connection
Vocabulary Map ©2003 Learning Headquarters
Quick Draw
Date:
Name:
Why?
Nouns
Things
Subject
Who? or What?
How?
Where?
Verbs
was will
am is
are were
Little Words
Illustrations by Nancy Fetzer
Who/What Chart © 2001 Fisher & Fetzer Educational Systems
When?
Powerful, Powerful Verbs
Big Words
Predicate
What About?
Living Things
Nouns
Places
Nouns
Who/What Flaps © 2001 Fisher & Fetzer Educational Systems
Illustrations by Nancy Fetzer
Starters
& Stickers
Adjectives
Nouns
Who? or What?
Subject:
Verbs
What About?
Predicate:
Where?
When?
Powerful Sentences
How?
Powerful Sentences Chart ©2002 Learning Headquarters
Why?
Sentence Blueprints Card: Starter/Transition ©2004 Learning Headquarters - Illustrated by Heidi Tucker & Nancy Fetzer
Starter/Transition
Sentence Blueprints Card: Adjective ©2001 Fisher and Fetzer Educational Systems - Created and Illustrated by Nancy Fetzer
Adjective
Noun
Sentence Blueprints Card: Noun ©2001 Fisher and Fetzer Educational Systems - Created and Illustrated by Nancy Fetzer
Noun
Sentence Blueprints Card: Noun ©2001 Fisher and Fetzer Educational Systems - Created and Illustrated by Nancy Fetzer
Verb
Sentence Blueprints Card: Verb ©2001 Fisher and Fetzer Educational Systems - Created and Illustrated by Nancy Fetzer
Verb
Sentence Blueprints Card: Verb ©2001 Fisher and Fetzer Educational Systems - Created and Illustrated by Nancy Fetzer
Verb
Sentence Blueprints Card: Verb ©2001 Fisher and Fetzer Educational Systems - Created and Illustrated by Nancy Fetzer
Why?
Sentence Blueprints Card: Why? ©2001 Fisher and Fetzer Educational Systems - Created and Illustrated by Nancy Fetzer
How?
Sentence Blueprints Card: How? ©2001 Fisher and Fetzer Educational Systems - Created and Illustrated by Nancy Fetzer
Where?
Sentence Blueprints Card: Where? ©2001 Fisher and Fetzer Educational Systems - Created and Illustrated by Nancy Fetzer
When?
Sentence Blueprints Card: When? ©2001 Fisher and Fetzer Educational Systems - Created and Illustrated by Nancy Fetzer