Just for Fun
What do these mean?
 Example:
Forgive and Forget
4 give
4 get
LOOK U LEAP
Look before you leap
EARTH
R
E
E
H
C
Peace on Earth
Cheer up
ppppppp
Activity
You’ve each been given a word.
Someone else has a word that is somehow related or connected to yours.
Find that person.
Together figure out what the connection is between your words.
HINT: Look for someone with the same color paper as yours
FIND YOUR PARTNER
The Answers
prefix
Suffix
picture
image
target
goal
soothing
calming
buoyant
Doesn’t sink
Word consciousness
Awareness and
interest in words
comprehension
Understanding
Student friendly
definition
Traditional
definition
WORD LINKS
 You have just experienced “Word Links”—an activity that
can be used to review vocabulary words. In your case, the
words you have you will encounter later in this seminar.
 2,800 bonus points if you can find those words during this
seminar and point them out!
WORDS!
“Vocabulary Strategies for KS2”
November 16, 2013
Claudia L. Keh
BA Education (K-8)
MA TESOL (UCLA)
Adult Education Teaching Certificate
Doctoral Candidate HKU
Goals for the Seminar
THEORY
Hong Kong Context
Key Stage 2
PRACTICE
Today’s Menu: PART 1
 Selecting words to teach
 Guiding questions
 Word-learning Strategies
 Prefixes, Suffixes, Roots
 Teaching Strategy
 Examples
 Meaningful Contexts
 “Definition +”
 “Four Square”
 “PWIM”
 Repetition and Review
 Word links
 Thinking skills: Verbal classification
 Word Consciousness & Word Play
 Applications for the HK Classroom
 P6: Movie Reviews
 P5: News Reports
KEY STAGE 2: Vocabulary and Reading
Vocabulary KS2
Teachers need to make plans for vocabulary learning and
teaching at different stages of learning so that new vocabulary items are introduced
in meaningful context and learnt vocabulary items are revisited and practiced in
new contexts.
Teachers should not overburden learners in
primary schools with too many new vocabulary items in each lesson, although they
need to set reasonably high expectations of them.
Teachers need to predict the vocabulary the learners will
need for meaningful completion of tasks and then decide how the vocabulary
items are to be introduced through interesting contexts.
English Language Education Key Learning Area: English Language Curriculum Guide
(Primary 1-6), 2004, p. 165
SELECTING WORDS TO TEACH
“Teachers need to make plans…”
“Not overburden”
“Teachers need to predict…”
3 Guiding Questions
Important
 Is understanding the word
important to understanding
to understanding
the selection in which it appears?

a specific concept students
Does the word represent
concept?
definitely need to know?

beyond
this
classroom?
 How useful is
this word
outside
the reading selection
currently being taught?
 Particularly relevant in EMI contexts.
Critical
Useful
 The more frequently a word appears in materials students read,
the more important it is for them to know the word.
Additionally, the more frequent a word is, the greater chances
that students will retain that word.
Graves, 2009, p. 26
Choose vocabulary words as if
you were paying for each word
and you needed to keep them
forever
GUIDING PRINCIPLE
 Is this word one most of my students don’t have a rich
meaning for?
 Is this a word my students need to know and could use in
speaking and writing?
 Is this word essential to understanding a selection my
students will be reading?
Cunningham, 2009, p.72
Text-Types
Rare words per 1,000
I Printed texts
Abstracts of scientific articles
Newspapers
Popular magazines
Adult books
Children’s books
Preschool books
128.0
68.3
65.7
52.7
30.9
16.3
II Television texts
Prime-time adult shows
Prime-time children’s shows
Mister Rogers and Sesame Street
22.7
20.2
2.0
III Adult speech
Expert witness testimony
College graduates’ talk to friends
28.4
17.3
Adapted from Hayes & Ahrens, 1988 cited in Graves et al. 2013, p.39
AUTHENTIC TEXTS
Frequency of RareWords inVarious Sources
Vocabulary (reading) KS2
Teachers also need to include the teaching of vocabulary
building
skills in the plans for a school-based English Language curriculum.
It is not enough to stop at anticipating and addressing the needs of their learners for specific vocabulary
items to respond to questions, express views and feelings and carry out given tasks.
Over time, teachers need to model different
attack and organize words.
Use known
ways in which learners can
parts of words or word association to
work out the meaning of unknown words (e.g.
happy/unhappy; bath/bathroom)
English Language Education Key Learning Area: English Language Curriculum Guide
(Primary 1-6), 2004, p. 165
Word Learning Strategies
“Model different ways” “attack and organize words” “vocabulary building skills”
 “Students awareness of prefixes, roots and suffixes (word
parts) contributes to their vocabulary growth (Anglin,
1993) and to their reading comprehension (Carlisle, 1995,
2000).” [in Stahl and Nagy, 2006, p.141]
The Big FOUR
Some scholars declare that four prefixes account for about half
the prefixed words in English. What do you think they are?
Prefixes: UNAccording to The American HeritageWord Frequency Book, unaccounts for 26 percent of the total prefixed words
occurring in school text grades 3-9 (P2/F1)
Combined with the other 3 =
51% of the total.
CAUTION: NOT FOOLPROOF
indelicate does not mean not flimsy
under does not mean below the ‘der’
TEACHING STRATEGY
 Introduce the concept of prefixes: they change the meaning
of the “root” word. [prefixes do not appear on their own]
 “Root” words are small words that are inside larger words
and have their own meaning.
Activity
Equal pieces
Unequal pieces
This is a picture of two pies.
The first pie has equal pieces; the pieces are the same size.
The second pie has unequal pieces; the pieces are not the same size.
Circle the answer that best completes the sentence.
1. When a knight is afraid, he is scared.
If a knight is unafraid, that means
a. The knight is scared.
b. The knight is not scared.
Read the sentence. Then use your knowledge of the prefix un, to tell the
meaning of the word in bold.
2. The girl made an unwise choice.
If wise means, “smart”, unwise means _________
3. What does –un mean?
Graves et al., 2013 p.80
Re-
reappear
disappear
appear
In school you have to write passages in English . Sometimes you have to write the
passage another time to make it better.
If you have to rewrite your passage it means_______
Mis-
misunderstand
understand
1. When a child behaves, we say s/he is being good.
If a child misbehaves, that means
a. The child is being naughty
b. The child is acting properly.
2. The boy misspelled
all the words on the exam.
What mark did the boy get on his test?
Over-
Baked
cooked
Overbaked
overcooked
1. When a library book is due, you must return it.
If the book is overdue, that means
a. You returned it on time.
b. You returned it too late.
Over-
Student Prefix Log
Prefix
Prefix
Word
Meaning
in English
Un-
unhappy
Not happy
DisReMisOver-
Graves et al., 2013, p. 83
Meaning
in Chinese
Sentence
in English
The boy was
unhappy
because he
lost his
lunch.
Sentence
in Chinese
Picture

Ideas from other teachers
Word Learning Strategies:
What we’ve done so far…
 Examples inductive, meaning-based activities
focusing on prefixes/suffixes.
 Examples of activities for student output.
Some research suggests that it takes 12 instructional encounters to thoroughly
learn a word (Beck, et al, 1982; McKeown et al., 1985)
Vocabulary KS2
Teachers need to make plans for vocabulary learning and teaching at different
stages of learning so that new vocabulary items are introduced in
meaningful context and learnt vocabulary items are
revisited and practiced in new contexts. Teachers need to
predict the vocabulary the learners will need for
meaningful completion of tasks and then decide how the
vocabulary items are to be introduced through
interesting
contexts.
English Language Education Key Learning Area: English Language Curriculum Guide (Primary 1-6), 2004, p. 165
Rich, Varied, Recycled Experiences
“ Meaningful completion of tasks” “Interesting/ meaningful/ new contexts”
Introductory Instruction
 “Virtually all effective vocabulary instruction is likely to include a
definition. And not any definition will do.” (Graves et al. 2013, p.
57)
Student friendly: Longer, written in complete sentences, do not contain words more
difficult than that being defined. [Examples to follow]
Traditional and Student-Friendly Definitions
Traditional Definitions
Dazzling: Bright enough to deprive someone of sight temporarily.
Climate: The prevailing weather conditions of a particular region.
Contagious: Transmissible by direct or indirect contact; communicable
Student-Friendly Definitions
Dazzling: If something is dazzling it is so bright that it is hard to look at. After lots of long, dark
winter days, sunshine on a sunny day is dazzling.
Climate: Climate is the usual weather of a place.
Contagious: A contagious illness is an illness that you can get by touching people of things that have the
illness. The flu is a very contagious illness.
DEFINITION +
+
 Making use of an image can markedly improve
students’ understanding of a word, make the
instruction more interesting, and better cement
the word in students’ memories.
Graves, 2009, p. 73
Definition + Teaching Activity
 Create a student-friendly definition and rich context for
the word.
 Display the target word and its definition. Have students
repeat the word several times.
 E.g.:
 “Scaffold”
 A temporary structure that holds something up while it is being
built.
Definition + Teaching Activity
 Include an image of the target word. Select pictures carefully so
that they clearly convey the particular meaning. [see next slide]
 Provide opportunities for students to briefly discuss the words.
Pose questions; get students to personalize the word; provide
sentence stems for students to complete using the word.
 E.g.:
 Where do you see scaffolds?
 In Hong Kong what are scaffolds made of?
Definition, rich context, and a Picture Item
A scaffold is a temporary structure that holds something up while it is
being built.
There was so much scaffolding around the building that it was difficult to tell what the
building really looked like.
Definition, rich context, and a Picture Item
INTERPRET
25
20
15
Chocolate
Green Tea
Vanilla
Red Bean
10
5
0
Chocolate
Green Tea
Vanilla
Ice Cream Flavors
Red Bean
Definition, rich context, and a Picture Item
Look at the picture. This chart
helps interpret or explain how
many people like each flavor of
ice cream.
INTERPRET
25
20
To interpret is to explain the
meaning of something.
15
Chocolate
Green Tea
Vanilla
Red Bean
10
5
0
Chocolate
Green Tea
Vanilla
Ice Cream Flavors
Red Bean
Partner Talk: Interpret the
chart. Which flavor is most
popular and which one is least
popular? What is the difference
in the number of people who
like the most and least popular
flavor?
A word we are going to learn is enthusiasm. Enthusiasm is
being very excited about or interested in something.
[Cantonese?]
Whole-class response: Let’s all say enthusiasm three
times.
Let’s look at the picture that helps us understand the word,
enthusiasm. The girls are cheering because their team won.
Model: I play soccer with enthusiasm. I have an interest in
soccer because I like to run and kick the ball.
As we read, I want you to listen for
the word, enthusiasm. If you hear it,
touch your nose.
Partner talk: What do you do with enthusiasm? Use the
following phrase in your answer: “I….with enthusiasm
because…”
Longman Express: Reading and Writing 5B
Crowded
 It means __________.
 Partner talk:
 Name a place that is very crowded.
Describe it and I’ll see if I can guess
the place.
 Is this correct?
Causeway Bay is very crowdy
on Saturdays.
Longman Elect 5B
 Dear Susan,
Thank you for your tips and advice for visiting London. I am
very happy that you are visiting Hong Kong.
If you like sightseeing….
If you want to buy souvenirs, you should visit Stanley.You can
shop at the market there. You can also go to the beach. If
you go to Stanley, you shouldn’t go at weekends. It is very
crowded.
Hope to hear from you soon,
Love,
Ken
FOUR SQUARE TECHNIQUE
Four Square Vocabulary Learning
 Eeds and Cockrum (1985)
 STEPS:
 Students fold a piece of paper so it makes four sections.
 The students write the target word in the upper left section.
 The teacher gives a definition BUT it is not written down. It is only
intended to start a conversation.
 Ask students for examples of the concept. Record in the upper right
quadrant.
 Ask for non-examples and record.
 Finally ask students to write their own definition.
Four Square
soothing
Bath
Soft music
Lying down
Something
that is
soothing
relaxes you
Traffic
Yelling
exams
Can you write
your own
definition of
soothing?
Can you give
me an example
of something
soothing?
Can you give me an
example of
something
soothing?
NOT
ACTIVITY: Your turn
buoyant
Examples of the concept
Boats
Balloons
Cork
Definition of the word
Something that is
buoyant floats
Non-examples
Bricks
Rocks
nails
Weights
Other Options
(Draw a picture)
Four Square Writing
Brain Reboot
Shark Attack!
 Baby Shark
 Momma Shark
 Papa Shark
 Surfer Dude
 Saw a shark
 Shark attack
 Swam away
 “Where’s my board?”
 Surfing Shark
PWIM
PICTURE WORD INDUCTIVE MODEL
Emily Calhoun (1999)
 PWIM uses pictures containing familiar objects, actions and
scenes to draw out words from children’s listening and speaking
vocabularies.
 PWIM helps learners add words to their sight reading
vocabulary, as well as their writing vocabulary.
 Learners can also discover phonetic and structural principles
present in those words.
Label the picture
Label the picture
Examples from other teachers
PWIM: STEPS
 Ask students what they see. Label the picture.
 Read and review. Have students repeat.
 The words are categorized and read as a class over a series of days.






Identify common characteristics: nouns, verbs, adjectives, similar
beginning consonants, rhyming words etc.
Lead class to give the picture a title.
Get students to think about the information and what they want to say
about the picture.
Ask class to generate sentences using the words.
Then, depending on the grade level, the sentences are categorized and
formed into paragraphs. Teacher MODELS writing sentences to form a
good paragraph.
The students then write paragraphs (if applicable).
Read and review.
What items in the picture might be labeled?
How would you guide your students to categorize the words?
How might you use the students’ input to promote language usage?
PWIM
http://mmegc.wordpress.com/tag/pwim/
Verbs were added later and printed in RED
The teacher’s next step:
 “We worked really hard on our phonics and high
frequency words. I used the sticky notes to show how
changing the initial consonant makes a new word that
rhymes. face -race-lace, house -louse-mouse, kid, hid
,lid, did…”
 NOTE: Your photograph should be a living
document-not wall paper.
 “We worked on building sentences with sentence blocks by
rolling the blocks and composing sentences. Sometimes they
made sense -sometimes they didn’t . The laughter and selfcorrecting led to better comprehension. Students then wrote
their favorite sentences into their notebooks.”
 “This activity also improves fluency and comprehension.
Students then illustrated their sentences. Stronger students
worked on paragraph writing by rolling multiple sentences and
illustrating the sentences”. [next slide]
Noticing Language in Context
 “We read a lot of books to see how real authors
started sentences so that not all of our sentence
would start with THE”.
Writing Titles
 “We worked a lot on titles. Titles are a good lead into main idea and
determining importance. We studied different
titles of
published books. I brought in stacks of books and
students had to compare and figure out inductively what kind of title
the stack represented. We looked at one word titles, question
titles, titles that start with the, repeating titles and titles
with alliteration. We used the sentences to help us
write class and individual paragraphs”.
Possible Photos for PWIM
Idea from local textbook: “My Pals”
Idea from local textbook: Longman, “Elect”
What we’ve done so far…
 Meaningful contexts:
 Contextualized meaning- pictures
 Student-friendly definitions
 Definition Rich words
 4-Square Method
 PWIM
Student
engagement in
learning
Input &
Output
Repetition and Review
 “No matter how well we initially teach a word, it is much
more likely that students will internalize and remember the
word if they see it again and better yet work with it actively.”
Graves et al., 2013, p. 69
Review Activity
Word-links:
 Review
 Cognitive
 Pair work
 Oral language
 Adjectives
 Content words
This was your first
activity in this seminar.
Building Thinking Skills
 Verbal Classifications
Howard and Sandra Black,
1984
Thinking skills:
Adapting to Local Primary Schools
Unit: Movie Reviews
Explain the exception
Cartoons, comedy, drama, news report
___________________________________________________
Cartoons
are not “real”; they are animated
Class and Members
Comedy, drama, horror, movie genres
genre
CLASS __________________
Movie genres MEMBERS,
MEMBERS,
comedy,________,
drama, horror
_________, _______
Sorting into Word Classes
Word choices
Boring, exciting, dull, too long,
entertaining, interesting, touching, bad,
wonderful
Positive
Negative
Word Consciousness & Word Play
Promoting Word Consciousness
 Word consciousness = awareness of and interest in words.
 Create a word-rich environment
 Rhymes, Books
 Promote Word Play
 “Hink-Pinks”
 “Wuzzles”
http://www.wuzzlesandpuzzles.com/wuzzles/
Hink-Pinks (with visuals)
Brown crown
Pink drink
Wet pet
Stuck truck
A crying father
Sad Dad
A rabbit who tells
jokes
An overweight kitty
Fat Cat
Funny
Bunny
Application: Local Hong Kong P6
P6 Movie Reviews
Put these words in alphabetical order
Incorrect
Interesting
Incredible
Interrupt
Interesting
Incorrect
Interrupt
Incredible
Circle the words which could
be used to describe a movie
Boar
Boring
Board
Bore
Bore
Bored
Bored
Boar
Boring
board
Circle the words with
similar meaning
P6 Movie Reviews
 How many words can we make?
+un
unexcited
-able
excitable
-ment
excitement
-ed
excited
excite
-ing
Exciting
+un
unexciting
P6 Movie Review
 How many words can we make?
-ed
bored
bore
-dom
boredom
-ing
boring
P6 Movie Review
Find the “judgment” words the writer uses to tell his/her opinions
about “Iron Man 3”. Underline them.
I just
I justsaw
sawIron
IronMan
Man3.3.The
Thevillain
villainwas
wasexciting
and
exciting
the heroes
and the
were
heroes
all interesting,
were all too. I was
surprised
interesting,
(?) bytoo.
the ending
I was surprised
and happy
bythat
the I
went
ending
to see
andthis
happy
movie.
that Even
I wentmytomother
see thisliked
the
movie.
movie.
Even my mother liked the movie.
Overall
Overallthis
thisfilm
filmwas____.
was____.
great!
Change these words by adding or deleting a prefix or suffix.
P6 Movie Review
 How did the meaning change?
I just saw Iron Man 3. The villain was
unexciting and the heroes were all
uninteresting, too. I was unsurprised by
the ending and unhappy that I went to
see this movie. Even my mother disliked
the movie.
Overall this film was____.
bad.
P5 News Report
Zoo Animal Translator Device
An engineer has invented a device that can understand
zoo animals’ language. The “Zoonslater” (zoo+
translator) is now being tested at a zoo in Singapore.
“The results so far are exciting, but not what we
expected,” the zoo keeper said. “The animals seem to
like to comment on each other’s appearance.”
Activity
Activity
Wow. You
are really
tall!
I am taller than
you, but my
mother is very
very tall! She is
much taller than I
am.
Yes. It is strange. I
have never seen a
green elephant.
Look at that elephant!
He is green! I didn’t
know elephants were
green!!
Are they
talking
about
me?
Why do you
stand on
only one leg?
The other
leg is
tired.
I like
your
hat.
I really like
your stripes.
Thank you.
You look a little
tired. Have you
been staying up
late again?
Yes. I’ve been
playing Video
games again.
What we’ve done
 Thinking Skills
 Word Consciousness & Word Play
 Application to local situations:
 Movie Review (P6)
 News Report (P5)
PART II: Reading Skills
 Working out the meaning
 Context clues
 Read Aloud
 Picture Walks
 WBT
 Principles for designing effective Reading Lessons
Reading/Vocabulary KS2
Work out the meaning of an unknown word or expression by using
and knowledge
of the world
visual clues, context
Understand intention, attitudes, feeling conveyed in a text by recognizing features such as the
choice and use of language
Teachers should move learners to words needed to
 express opinions (on general topics)
 appreciate and interpret a variety of texts

express a wide range
of ideas for communicative purposes
English Language Education Key Learning Area: English Language Curriculum Guide
(Primary 1-6), 2004, p. 56-57
Reading (vocabulary) Skills
“Known parts” “associations” “Visual clues” “Context” “Understanding intention, attitudes, feelings”
“Express opinions”
“Use Context Clues” argument
We are asking a reader who doesn’t know the word in question
to figure out the structural relationships between all the
words in the passage.
Asking a reader to define a target word by its relationship to
other words in a passage assumes this reader knows the
meaning of all the “clue” words. p.76 Ohanian (2007).
It cannot be assumed that the guessing from context that assists comprehension will
necessarily result in the acquisition of new words. If a word can be guessed easily, little
attention to its form is needed with the result that the word may not be retained. Graves
et al, 2013, p. 26
Example:
Instructions: Write a definition for the underlined word in each
sentence. Circle the context clues that helped you.
Because of its beauty, the magnificent painting was
hung in a place of great honor.
Asking a novice reader to unpack the meaning of magnificent from the sentence
presumes a lot.
Does the reader know that magnificent is describing a painting?
Does the read know that its is referring to painting?
What about the words, honor and beauty?
p.81 Ohanian (2007).
Context Clues: Recommendations
 Strategy 1: Look for a definition of the word.
 Often found in non-fiction.
A group of fish is called a school. This is not because it is a place of
learning. It is n old word from Holland that means a crowd. Fish live in
crowds.
-From The cod’s Tale by Mark Kurlansky
“ A Muggle,” said Hagrid, “it’s what we call nonmagic folk like
them. An’ it’s your bad luck you grew up in a family o’ the
biggest Muggles I ever laid eyes on.”
-From Harry Potter and the Sorcerer’s Stone by J.K. Rowling
Context Clues: Recommendations
 Strategy 2: Look carefully at the sentence before and after the
word in question.
 Sometimes surrounding words give a pretty good clue to a difficult
word’s meaning.You may need to read the whole paragraph very
carefully. Sometimes the helpful context comes before the word, and
sometimes after the word.
“Oh, Mom, can I go on the train and see him, Mom, oooh
please…”
“You’ve already seen him, Ginny, and the poor boy isn’t something
you goggle at in the zoo.”
-From Harry Potter and the Sorcerer’s Stone
Context Clues: Recommendations
 Strategy 3: Try to get a feel whether the word is positive or
negative.
 Sometimes the context does not supply a synonym for the word in
question but it does help the reader get a sense of whether the word is
describing something nice or something not nice.
Many animals communicate to warn one another of danger. When every
member of a group watches out for predators, they are all more
likely to survive.
-From Slap, Squeak and Scatter: How Animals Communicate by Steven
Jenkins.
The rooster charged at her, rapped her viciously—as if beating her for having got
herself beaten. - From Along Came a Dog by Meindert DeJong
READING ALOUD
 Students should hear something read well every day.
 By reading aloud to students, teachers invite them to enter
the world of reading.
 Reading aloud offers students experience with the rhythms of
the English language, a model of enjoyment and learning
from print, and an opportunity to be engaged with text.
 Reading aloud is especially beneficial for low achievers
(Bridge 1989; Winograd & Bridge, 1995) and works to increase
students' comprehension and vocabulary test scores (CochranSmith, 1988).
Tips for Reading Aloud
 Select primarily nonfiction material.
 Choose passages that capture powerful or useful concepts.
 Practice reading the selection aloud before you share with
students.
 Plan a few comments to encourage class discussion, such as what
drew you to that passage, how you figured out the message, or
how you will use the information.
 Use the passage to emphasize varied concepts in the curriculum.
 Budget your time—segments of reading aloud can productively
range from 5 to 20 minutes when discussion is included.
“Picture Walks” [Clay, 1991, 1993; Stahl, 2004]
 Pictures are used as a catalyst for discussion of what a
book is about; or selection of a book.
 Use the pictures and build vocabulary around the
pictures. Nouns are the most obvious, but it is possible
to build meaning for verbs and adjectives.
Four chosen words: volcano, eruption, lava
Does anyone know
what we call this?
What is happening in this
volcano?
What is coming out of the
top?
Have you heard this word
before?
Has anyone seen a real
volcano?
Have you seen one on TV or
in a movie?
Does anyone know what
we call this when a
volcano has lava coming
out of the top like this?
Cunningham, 2009, p.79
WHOLE BRAIN TEACHING
DIRECTIONS: 100
 Arrange your class in groups of twos. If you have an odd number of
students, you will pair with the extra student. Without telling your pupils, be
sure that a weaker reader is always paired with a stronger reader.
 Begin: one person on your team reads the first word, then the
other person on the team reads the next word, and so on. Keep
taking turns. If your partner doesn’t know a word, or
mispronounces it, you can say the word for him or her.
 Keep taking turns, reading as fast as you can. I’ll say ‘stop!’ after a
minute.
PRACTICE
Level 20: she, for, on, they, but, had
she, for, on, they, but, had, had, but, they, on
on, they, but, had, had, but, they, on, for, she
she, for, on, they, but, had, had, but, they, on
 Mark your team’s record on the page and then I’ll give
you another try for a minute. Start over with the first
word you read, but whoever started goes second and
whoever went second, now goes first.
 You’ll be trying to beat your previous record.
Level 96 in your hand out (2.4.1)
Examples of Levels Super Speed 100
Level 44: we,
am, then, little, down, do
we, am, then, little, down, do, do, down, little, then
then, little, down, do, do, down, little, then, am, we
we, am, then, little, down, do, do, down, little, then
Level 85: over,
yours, its, ride, into, just
over, yours, its, ride, into, just, just, into, ride, its
its, ride, into, just, just, into, ride, its, yours over
over, yours, its, ride, into, just, just, into, ride, its
Level 100: how, know, part, right, put, sound
how, know, part, right, put, sound, sound, put, right, part
part, right, put, sound, sound, put, right, part, know, how
how, know, part, right, put, sound, sound, put, right, part
DIRECTIONS: 1,000
 Make a team of two readers. Beginning at line 1 below, you
read the first word and your partner reads the second
word.
 Keep taking turns, reading as quickly as possible for a
minute.
Practice
the, to, and, he, a, I, you, it, of, in, was, said, 1
his, that, she, for, on, they, but, had, at, him, 2
with, up, see, all, look, is, her, there, some, 3
word, out, as, be, each, have, go, we, am,
4
then, little, down, do, can, could, when,
5
did, what, so, splootz!
6
Practice 2.4.2 in your handout
 When your team is finished, mark the last word you or
your partner read. This is your team record.
 Play again for a minute, trying to break this record, but
this time, your partner goes first.Your partner reads the
first word, you read the second word, and so forth. At
the end of a minute if your team beats your team record
give a merry cheer.
Examples of Levels 1000
better, best, listen, reached, covered, fast, several, hold,
himself, toward, true, step, morning passed, vowel, five,
ten, hundred, numeral, thousands, knew, north, south,
money, map, since, pulled, draw, voice, seen, slow, fast,
plan, notice, slowly, sing, war, ever, tall, king, piece, I’ll,
unit, figure, certain, across, travel, told, today, upon, bap!
44
45
46
47
48
49
Overview
1. Dramatic Reading
2. Paraphrasing
3. Question and Answer
4. Connecting with other information
Structure and Rationale
1. Dramatic reading:
The reader reads slowly, so the listener has time to
form gestures. The reader gains comprehension by
emphasizing key words. The listener adds a
kinesthetic dimension to meaning by finding
appropriate gestures.
(Reading aloud: The teacher reads dramatically and
students make gestures dramatizing the text.)
Basketball on Wheels
Basketball is a hard sport to play. You need strength to move
up and down the court. You need to bounce the balls as you
go. You must be ready to for a pass. You cannot rest for a
second. People who play basketball work as a team. The
same is true for people who play basketball from wheelchairs.
There are many basketball teams for children in wheelchairs.
These children bounce the ball, pass and shoot from their
wheelchairs. They learn to move fast in their chairs and keep
track of the ball. They must also be good at passing and
shooting. They need a lot of strength and balance to play.
Just think how high the basket looks when you are sitting
down.
Wheelchair basketball is a great way for children in
wheelchairs to be on a team. These players show us we can
all be strong if we try.
2. Paraphrasing:
The reader does most of the work, using a
dramatic tone and gestures. The listener silently mirrors
the gestures. Paraphrasing is a key intellectual skill.
Students need hundreds of hours of practice in putting
what they read into their own words.
(Reading aloud: the reader use gestures and explain
what the story was about to the listeners. The listeners
mirror the gestures. Demonstrate what you want with
one of your brightest students.)
Paraphrase/copy
 I will paraphrase and do gestures.
 You copy me.
3. Q and A:
The Questioner and the Answerer both use
gestures and a dramatic tone of voice. Virtually all
theories of reading emphasize the importance of
asking and answering questions about reading
material.
(Reading aloud: The readers ask questions with gestures
and the listeners give answers with gestures. Demonstrate
what you want with one of your brightest students.)
Q&A
4. Connecting:
Tell your students that any connection they can make
between the reading material and anything else they
know, or imagine!, is a good connection. According to
brain science, we only learn when we link new
information to old information. When students get the
habit of making connections, you can, where
appropriate, ask them to focus on making connections to
other course material ... this is more difficult.
(Reading aloud: During a group discussion. ask your students
questions like, “What does this remind you of?” “Has anyone seen
anything like this?”, “Have we studied anything like this?” and so
forth ...
Connecting
 Do you play basketball?
 Is it easy or difficult to make a basket?
 Have you ever played basketball sitting down?
Ones
1. Dramatic
Reading
Reads slowly with a dramatic
tone of voice.
Twos
Silently uses gestures to
show what is being read
2. Paraphrasing Paraphrases what has been read Silently mirrors the
with a dramatic tone of voice and gestures.
gestures.
3. Q and A
4. Connecting
Asks questions about what has
Answers questions about
been read with a dramatic tone of what has been read with a
voice and gestures.
dramatic tone of voice and
gestures.
Using a dramatic tone of voice
Silently mirrors the
and gestures, makes connections gestures.
between reading material and life
experiences (and/or course
material).
More information
Principles for Designing Effective
Reading Lessons
Farrell, T. (2009). Teaching Reading to English Language Learners.
 Use reading materials that are interesting.
 Make reading the major activity of the reading lesson.
Sustained periods of actual reading.
 Have a specific objective for each lesson.
 Language focus: Reading
 Topic: Sport
 Objectives: To teach the students to skim and find the main
idea of the passage.
 Prior Knowledge: Students have learned how to locate
information by reading and finding the main sentence of
each paragraph.
 Use activities that allow students to bring their own
experience to their reading.
 KWL:
 What do I Know?
 What do I Want to know?
 What have I Learned?
 Divide lessons into pre-, during- and postreading phases.
 Activate prior knowledge
 Skim/scan.
 Focus on instructional objective—teaching or practicing a
strategy.
 Closure.
FYI: READING OUT LOUD
Recap
THEORY
(principles)
PRACTICE
Principles
1) Provide varied learning experiences:
listening, speaking, reading writing
2) Teach individual words: deep, rich,
extended; multiple contexts, active
processing
3) Teach word learning Strategies: unlock
unknown words; context
4) Foster word Consciousness: head and
heart: awareness + interest
Principles
“Vocabulary instruction is most
effective when learners are given
both definitional and contextual
information, actively process new
words and meanings, and when they
experience multiple encounters with
words.”
Graves et al, p.4
Goals for the Seminar: Revisited
THEORY
PRACTICE
Principles of effective vocabulary
instruction
 Involve students in active and deep processing of the word.
 Engage them in activities that lead them to consider the word’s meaning, relate
that meaning to information stored in memory, and work with the word in
creative ways.
 Review, rehearse and remind students about the word in various contexts over
time,
 If you teach a word before students read a selection, it is generally a good idea to
at least briefly review it after they read. Then throughout the weeks and months
following initial instruction, look for and point out other occurrences of the
word, ask students to look for and point out other occurrences and occasionally
have a brief review of some of the words taught.
 Provide multiple exposures to the word.
 Recycle!
Graves, 2009, p. 28