A Workshop for Vocabulary Instruction

Presenter: Amy Benjamin

Manalapan-Englishtown Regional Schools

The slides in today’s presentation are availableat www.amybenjamin.com (click on “recent presentations”)

TOPICS:•Vocabulary instruction that improves reading comprehension and writing ability

Goals for Today: (Vocab)

Alternatives to vocab book: “boring”; “out of context”Vocabulary to improve reading comprehensionRelevance to students’ everyday livesRetention and use (as opposed to mem & regurge)Standardized test performance, esp. with words in isolationLearning how to learn words

Current Practice: How are weteaching vocabulary?

What words do we select to teach explicitly?

How do we teach the words? (How do we introduce them? explain them?get students to engage with them? manipulate them? reinforce them?

How do we assess our students’ vocabulary knowledge and growth?

What would be the ideal?

Best Practices in Vocabulary Instruction:

Depth of processing:

Multiple exposuresMultiple meaningsMultiple contextsMultiple forms of a word

Opportunity to communicate

Purposeful repetition

Treating phrases as words

Verbal and Nonverbal processing

“Information Closet”

Of Limited Value…Lists aloneContext aloneDefinitions aloneDictionaries and Glossaries alone

Of Durable Value…Words in clustersMultiple exposures in various contextsChances to speak, hear, write the wordsManipulation of forms of wordsClassify and categorize word listsWord games

What do we know when we know a word?

DefinitionSpellingGrammatical application (how to use it in a sentence)

Synonyms

Morphology (other forms that the word can take)

Connotation (positive, negative, neutral)

Register (formal or informal)

Collocations (words that tend to go with it)

Lesser-used definitions

Components: prefix, root, suffix

Other words that are related to it (having same root)

Tier I Words:

Everyday Language:

AskDeadNameFind out; figure outAnswerRainUseSharp GetTake apart and put togetherbalance

Tier II Words

Language of academics, business, government“Vocab List” words

InterrogateDeceasedDesignate; designation; identify, identificationAscertain; determinePrecipitate, precipitationUtilize; employAcuteAcquireAnalyze; synthesizeequilibrium

Tier III Words

Domain-specific terminology;“Glossary” wordsOn-the-job words

PhotosynthesisCytoplasmMetamorphosisAsymmetricalBathysphereRhetoricDeoxyribonucleic acidArtifactHabeas corpusDiasporaPolysyndetonAdjective

Code-switchingph__y_____sis

xchr______ic

Prefix/root/suffix

High-Incidence Academic Word List (AWL)

570 words

Comprise 10% of the words in academic discourse

Are outside of the 2,000-3,000 words that are necessary for basic socialcommunication in English

CALP: Cognitive Academic Linguistic Proficiency

2,000-3,000 wordsfor basic social communication

BIC: Basic Interpersonal Communication

570 words on the AWL

AWL is arranged in 10 sublists, in order of frequency

65% of the words on the AWL have Latin/Greek word components

The words on the AWL can be used to form about 3,000 words (by addingprefixes and suffixes)

Core Words

INTERMITTENT

REFLECT

SUBTRACT

COMPLIANCE

CORRESPONDENT

PROPELLER

TRANSPORTATION

DESTRUCTIVE

PERSPECTIVE

intermittenttransmitadmitcommitremitsubmitmissiveadmissiblesubmissivecommissionmissionpermission

Complete sentence of at least ____words: Must contain an action verb and a visual image.

Target Word:

Visual:Draw or find a picture:

My guess: Glossary Definition:

Vocabulary Chart:

Definition in my own words:

Morphology Chart

Noun:

The…

Verb:They…He…

or Must… or

To…

Adjective

Which one?

What kind?

How many?

The___truck

Adverb

Where? When?

Why? To what extent? In what manner?

Noun-Making Suffixes

Verb-Making Suffixes Adjective-making suffixes

-ment

-ness

-ation, sion

-ity

-ism

-hood

-itude

-ence

-ance

-ide

-ate

-ify

-ize

-acious,icious

-y

-ous, ious

-ant

-able, ible

-er; est

Morphology Kit

Adverb-making suffix:

-ly

Word Components: Level 1 (usually known in elementary grades)

Prefixes

ex-

pre-

re-

un-

dis-

non-

im-

mis-

mini-

maxi-

Word Components: Level 2 (usually known in intermediate grades)

Prefixes

co-; con-; com-

syn-; sym-

in-; en- (into)

sub-; sup-

e-

a-; ab-

inter-

intra-

mono-

uni-

bi-; tri-; quad-, etc.

cent-; milli-; mega-poly-; multi-omni-trans-semi-bio-; geo-; eco-

Word Components: Level 3 (usually known in high school)

Prefixes

pseudo-

demi-

endo-; ecto-

pro-

per-

peri-

hemi-

ob-

bene-

mal-

photo-nom-ig-muni-contra-philo-

Common Word Roots for Academic Subjects:

Basic:

-ject (to throw)-port (to carry)-scrip, scribe (to write)-vert, vers (to turn)-pos, pon (to place)-tract (to draw)-pel, pul (to drive)-struct (to build)-grad, gress (to step)-plic, plex (to fold)-flic, flex (to bend)-fic, fac (to make)-miss, mit (to send)-sid, sed (to sit)-spec (to see)-voc (to call)-dict (to say)-rupt (to break)

Often combine with:

sub- re- pro- ex- ob- per-de- a-; ab- co-con- e-trans- ex-

Often end with:-ive-ation; sion-ate-able; ible-or

Common Word Roots for Academic Subjects:

Advanced:

-cad, -cas,-cid (to fall)-dyna (force; power)-magn (great; large)-quir, -quis (to seek)-gen (race, kind origin)-cham, -cam (vault)-cen (to judge)-doc, -dox (to think)-greg (to flock)-cau (to burn)-ess, -sent (to exist)-close, -clud, -clus (to close)-mand, -mend (to order)-junct (to join)-jur, -jus (to swear)-lith (stone)

Often combine with:

sub- re- pro- ex- ob- per-de- a-; ab- ne-con- e-trans- ex-

Often end with:-ive-ation; sion-ate-able; ible-or-ize-ence, ance-ary

Word Components Chart I

-tract -struct -port -verse -pel

pre-

re- report

un-

a, ab- averse

sub- subtract

de-

pro- propel

ob-

con- construct

Write the words that you’ve heard of that would logically fill in the chart: (Note: Not all the blanks should be filled in.)

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Word Components Chart II

-tion -ment -able

-ible

-er, or -ence

-ance

tract- attraction contractor

port-vert-

pel-struct-

script-

cred-

spec-

duct-

Write the words that you’ve heard of that would logically fill in the chart.(Note: Not all of the blanks should be filled in.)

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Word Components Chart II

-ject -mit,mis -grad

-gress

-plic,

-ply, -plex

-duc

-duct

pre-

re-un-

a, ab-sub-

de-

pro-

ob-

con-

Write the words that you’ve heard of that would logically fill in the chart.(Note: Not all of the blanks should be filled in.)

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Strength Training: Vocabulary

Here are a few things you can do that will take just a few minute of class time tobuild your students’ vocabulary:

1. Analyze word prefixes and roots of key words to show how they are relatedto words that students may already know.

2. Embed the target word in a cluster of words related to the topic. 3. Introduce key words that the students will meet in their upcoming readings.4. Repeat new words in various contexts.5. Show the word. Emphasize its spelling and how it looks like related words. 6. Give students opportunities to use new words in conversation.7. If you can, make connections between new words and words in other languages.8. Give students opportunities to use new words in informal writing.9. Indulge in word games and crossword puzzles to reinforce new word.10. Give students opportunities to use non-verbal ways to express meanings

(drawing, gestures, skits, charades).

Word Components: Flip-a-Chip

Students are shown two chips having prefixes and two other chips having roots.Any combination of these chips (prefix + root) will produce a word.

Then, given a cloze paragraph, students supply the appropriate word.

Model:

Example:

PRO

RE

VOKE

DUCEFour words:reduce, revokeproduce, provoke

Mrs. Benjamin was vexed. “My students,” she declared_______ me when they are late to class. They_________one excuse after another. I want to ________ the number of lateness to class, so I’ll _______ the privilege of using the lavatory pass to any student who arrives late.” Mountain, Lee. “Flip-a-chip to Build Vocabulary.

Journal of Adolescent and Adult Literacy. 46:1. September 2002.

Word Components: Flip-a-Chip

Play: Each pair of students is given a baggie, two chips (formed from the bottom of a dixie cup) markers, and an index card.

Given a list of prefixes and roots, students come up with two prefixes and two roots that will combine to form four words with every prefix + root combination.

Students then write a paragraph on the index card, leaving blanks for the four words.

Students then put the chips and index cards (with their name on the back) on the baggie and pass along to another pair.

Prefix root

rootPrefix Contract extract

Contend extend

undo redounwind rewind

Interplay replayInterject reject

Project progressReject regress

compel, repelcomport, report

subtract, detractsubject, deject

distract, extractdispel, expel

pretend, intendprevent, invent

comply, implycomport, import

obtain detainobstruct destruct

universe inverseuniform inform

dismiss remissdistort retort

absolve resolveabject reject

prescription descriptionpreceive deceive

retract, attractretain attain

reflect deflectrenounce denounce

president residentpreview review

receive perceive retain pertain

suppose expose support export

transmit submit transcribe subscribe

commit permit complex perplex

contract attract contain attain

Typical vocabulary list of words extracted from literature:

bellowingcauterizeddepredationextortionforlornimpudentpalatableprecipiceproclivitiesransomreconnoiterseedysomnolentspendthriftsylvan

“The Ransom of Red Chief”

I. Frequency outside of the story

II. Importance in understanding this story

III. Leverage to learn related words

IV. Individual student’s curiosity and proximity

Common Word Roots for Academic Subjects:

Basic:

-ject (to throw)-port (to carry)-scrip, scribe (to write)-vert, vers (to turn)-pos, pon (to place)-tract (to draw)-pel, pul (to drive)-struct (to build)-grad, gress (to step)-plic, plex (to fold)-flic, flex (to bend)-fic, fac (to make)-miss, mit (to send)-sid, sed (to sit)-spec (to see)-voc (to call)-dict (to say)-rupt (to break)

Often combine with:

sub- re- pro- ex- ob- per-de- a-; ab- co-con- e-trans- ex-

Often end with:-ive-ation; sion-ate-able; ible-or

Common Word Roots for Academic Subjects:

Advanced:

-cad, -cas,-cid (to fall)-dyna (force; power)-magn (great; large)-quir, -quis (to seek)-gen (race, kind origin)-cham, -cam (vault)-cen (to judge)-doc, -dox (to think)-greg (to flock)-cau (to burn)-ess, -sent (to exist)-close, -clud, -clus (to close)-mand, -mend (to order)-junct (to join)-jur, -jus (to swear)-lith (stone)

Often combine with:

sub- re- pro- ex- ob- per-de- a-; ab- ne-con- e-trans- ex-

Often end with:-ive-ation; sion-ate-able; ible-or-ize-ence, ance-ary

How can students benefit from a vocabulary list?

Classify Build Analyze Morph Synthesize

Studentsthink of waysin which thewords ontheir lists canbe classified(sorted,arranged,organized)

Studentsbuild wordsinto phrases;

phrases intosimplesentences;

simple sentencesinto complexsentences

Students breakwords downinto prefixes,roots, suffixes

(Word Study)

Studentsmanipulate thewords intodifferent partsof speech byadding endings

Students usetheir words togenerate ideasfor a writingpiece:

Purposes:

To inform,To entertain,To persuade,To socialize

The Sentence-Making KitFold a 5 x 8 index card in half, width-wise:

1. 2. 3. 4. 5.

GuessWhat!

Theybelievedthat…

Yes/noquestion

Stick-onquestion

Bicycle:Who or what?

What about it?

The Sentence-Making KitOn the inside of the card:

AAAWWUBBIS:although, as, afterwhile, whenuntilbecause, beforeif, since

If a sentence beginswith any of these words,it must have two parts.Place a comma betweenthe two parts if one ofthese words beginsthe sentence.

,and,but,so

These words, plus the comma, may jointwo sentences. Writers sometimes beginsentences with these words if they aredoing so for emphasis.

These words will help yougive detail in your sentences:Try beginning some of yoursentences with these words:

IN FORON WITHAT

Use as many ACTION VERBS as possible.

Flip the switch into formal English:

a lot = a great many or a great dealgonna= going towanna= want tohafta= have toget,got = become, became, receive received, obtain, obtainedgotta: must

Use words and groups of words thatanswer the ADVERB QUESTIONS:

When? Where? Why? How?To what extent? How often?

The Sentence-Making KitOn the back of the card:

Substitutions for homophones and spelling problems:

their = histhere = herethey’re = they are

your = hisyou’re = you are

woman = manwomen = men

its = hisit’s = it is; it has

I before E except after COr when sounded as AAs in neighbor or sleigh