1. 2 vocabulary growth in reading power means, therefore, continuous enriching and enlarging of the...
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Vocabulary
“Growth in reading power means, therefore, continuous enriching and enlarging of the reading vocabulary
and increasing clarity of discrimination in appreciation of
word values.”National Society for Studies in Education
Yearbook (1925)
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Be the Learner
With your Partner, determine the meaning of this sentence. Discuss how word meaning affected your comprehension of the sentence.
Paula put down her pirn, wrapped herself in a paduasoy, and entered puerperium.
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Differences in Students’ Vocabulary
Children enter school with “meaningful differences” in vocabulary knowledge. (Hart & Risley, 1995)
Three Year Olds CumulativeVocabularies
Children from Cumulative VocabularyProfessionalFamilies
WorkingClassFamiliesWelfareFamilies
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Cumulative Experiences
Children from Words heard perhour
Words heard in a100 hour week
Words heard in a5,200 hour year
Wordsheard in 4years
Professionalfamilies
2,153 215,000 11 million 45 million
Working Classfamilies
1,251 125,000 6 million 26 million
WelfareFamilies
616 62,000 3 million 13 million
(Hart & Risley, 1995)
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Vocabulary GapChildren who enter school with limited vocabulary knowledge grow more discrepant over time from their peers who have a rich vocabulary knowledge (Baker, Simmons, &Kame’enui, 1997).The number of words students learn varies greatly
2 vs. 8 words per day750 vs. 3000 words per year
High SES first graders know twice as many words as lower SES. (Graves & Slater, 1987)
ELL students learn conversation English in less than 2 years, but may require 3-5 years to catch up with monolingual peers in academic vocabulary (CALPS)
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What are the Benefits of Vocabulary Instruction
Leads to gains in comprehension
Increases effective communication
Has long term impact on powers of
communication and concept
development
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What Does This Mean For My Teaching?
Direct instructionRepetition and multiple exposure Words useful in many contextsActive engagementMultiple instructional methods Definition based methods are
ineffective (Stahl & Fairbanks, 1986)
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How Do We Teach It
Implicit Oral language
engagement Reading to, with
and by adults or peers
Independent reading
Explicit Engagement in
literature-rich context
Repeated/ Multiple exposure
Word Learning Strategies
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Gaining Vocabulary from Reading Books
Variation in Amount of Independent Reading
PercentileRank
Minutes per day in books Words per year in books
2 0
10 .1
50 4.6
70 9.6
90 21.2
98 65
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Integrate vocabulary with the lesson.
Use explicit instruction on a limited number of new
vocabulary words.
Create environments were words are talked about
and used in multiple ways.
Use new vocabulary in other content areas.
Teach independent word learning strategies.
Critical Features of EffectiveVocabulary Instruction
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5.
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Encourage wide reading.
Provide multiple exposure to words (at least 10).
Combine definition and context approaches.
Make connections with background knowledge and
new vocabulary.
Present words in semantically related groups.
Instruction on words parts, word association and
connotative meaning is important.
Critical Features of EffectiveVocabulary Instruction
6.
7.
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Which Words Should We Teach?
All the unknown words in the story
Words that can be understood through background knowledge
High Utility Words
Words that
define the concept
Concept
Explicit Instruction
Broad range of reading, multiple exposure to previously taught vocabulary words and Implicit instruction
5-10 words per week
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Choosing Vocabulary
Tier One Words- Basic words that can be defined or associated while reading the text.
Tier Two Words- High Utility words that can be specific to a content area or purpose of instruction. These should be words that define the concept or that students are likely to encounter again and again.
Tier Three Words - low frequency words used in limited content areas that would not interrupt the flow of the concept if not defined.
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Select words that:
1. Are unknown to students.
2. Are important to understanding the text.
3. Likely to be encountered in the future.
4. Decide which of the words need explicit instruction, practice, and review. (No more than 10 a week.)
5.Tell students the meaning of other words.
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Choosing Vocabulary
With your grade level team choose the Houghton Mifflin outline and story to decide the following. Are they High Utility /Tier Two Words? If not,
which words would be? Which words could I teach using the context of
the story or background knowledge? Which words do I need to teach explicitly?
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VOCABULARY STRATEGIES
WORD PARTS Morphemic analysis Word relatedness
WORD ASSOCIATIONS Word association mapping Illustrate & associate Keyword method Synonym & antonym webs
CONTEXT Read alouds & questioning Redefinition Meaningful sentence generation Clunk bug
CONCEPT Frayer model Concept definition mapping List-group-label
CATEGORIZATION Word form chart Word map Word sorts Word books Word hunts
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WORD
Parts + Meaning
Your Sentence Using the Word
Morphemic Analysis of Word Parts MapWORD PARTS
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WORD RELATEDNESS
Prefixes
Suffixes
Root Words
RESTRUCTURING
RE STRUCTURE ING
WORD PARTS
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WORD ASSOCIATION MAPsynonym antonym
Vocabulary word
analogy
as
WORD ASSOCIATIONS
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ILLUSTRATE AND ASSOCIATEVocabulary Word Picture of Word
Brief Definition Antonym/Nonexample
Create your personal sentence
WORD ASSOCIATIONS
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SYNONYM WEBWORD ASSOCIATIONS
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Read Alouds &Gaining New Vocabulary
Adapted from Bringing Words to Life, by Beck,McKeown, Kucan, 2002
Why do Read Alouds?Steps of an intentional Read Aloud
1 Select words for direct instruction. 2 Read the story.3 Contextualize the word within the story.4 Have children say the word.5 Provide a student - friendly explanation
of the word.
CONTEXT
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CONTEXTRead Alouds (continued) Present examples of the word used in contexts different
from the story. Engage Children in activities
• Generate Examples
• Answer Questions/Giving Reasons
• Choices (Examples and Non-examples) that get them to interact wit the words
Have children say the word Review vocabulary
• Post the book cover and the words
• Incorporate words into daily language
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CLUNK BUG
CLUNK WORD
Definition:
haversack
The haversack, a canvas shoulder bag that holds rations, is an important supply for a hiker.
Canvas bag
Holds food
Important supply
A sturdy bag that you carry food in when
you go hiking.
CONTEXT
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FRAYER MODEL
WORD
Essential Characteristics Non-essential Characteristics
Examples Non-examplesmorpheme
Smallest unit of meaning.
pre-, un-, dis-, -ing, -ies, -er
“free” or “bound”
phoneme
(ie: u,t,c,e)
Vowel sounds
CONCEPT
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CONCEPT DEFINITION MAPWhat is it? (Definition)
The Word
What are some examples?
What is it like?
CONCEPT
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SEMANTIC FEATURE ANALYSIS
CONCEPT: polygons
polygons
square
rectangle
triangle
rhombus
opposite sides parallel
equilateral 4 sided 3 sided
CATEGORIZATION
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WORD MAP
Antonym Definition Synonym
Expression or Association
New word & page number
Another form
Sentence from the book
My original sentence
miracle
An amazing thing that seems impossible.
miraculousimpossible
Everyone thought the web was a miracle.
It was a miracle that Anita found her way home.
phenomenonordinary
CATEGORIZATION
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Considerations for Special Education and ELL learners.
Special education Many students have language delays that
impact vocabulary acquisition Restructuring of text may be needed
• Simplified version of the content is given so that the student may focus on gaining a new concept or information.
• Restructuring is a secondary, compensating strategy.
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Special Education
Use Explicit instruction- Model, generalize and apply to wider setting.
• Example/Non example
• Synonyms
• Definition
• Elaboration
• Context
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English Language Learners
Visually present wordsDefine them in kid friendly termsUse gestures to infer meaningUse visual techniques (vocabulary folder)Control the number of new word at one
time (Rosseau, Tam, Ramnarain, 1993)
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Choosing Vocabulary
With your grade level team use the Houghton Mifflin outline and story to decide the following.
Which Implicit strategies would I use? Which Explicit Strategies would I use? Are any lessons in the HM appropriate for instruction? What type of review or extended practice would I
incorporate? Which GLE or EALR does it match?