Dynamic Vocabulary
and Sentence Building
Strategies to Kick
Writing Up a Notch!
by Carolyn Hood
CTA 2010
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g Headquarters
q
7525 Mission Gorge Road, Suite H San Diego, CA 92120
(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
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
cold
salty
sweet
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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Generating
Sensory Details
Tip: Using the Organizers
• 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.
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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)
Vocabulary Map
-2nd
Grade Student Sample-
Hammonds, H. (2002). Weather Watching. Barrington, Illinois; Rigby.
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Vocabulary Map
-4th
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
ƒ Student-generated
ƒ Used during transitions
ƒ 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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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?”
ƒ My dad
• “What
“Wh t about
b t your
dad?”
ƒ 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?”
ƒ 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?”
ƒ My
y dad loves to fish at
the river.
• “Why does he love to fish?”
ƒ He likes to bring home
fish for us to eat.
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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
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‹
-TravelersThe
desperate
using
i a
rocker
i
in
California
49ers
-Triple Deckerspanned for
gold
d i th
during
the
Gold Rush.
The
dreamers
The desperate 49ers panned for gold
during the Gold Rush in California.
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.
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-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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