VOCABULARY INSTRUCTION EXPLICIT INSTRUCTION OF NEW WORDSWhy? What? How?
Jen Madison Lenny Vermaas
[email protected] [email protected]
June 10, 2010
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CREATING A NAME TENT Fold the paper in half hamburger style
On the open end, approximately 1 inch from the bottom, fold the paper to the middle or inside. (This creates the bottom.)
On one side write your first name in large letters (2 inches tall).
WORD POWER 2006 Nebraska Volleyball National
Champions
Each Husker selected a word as a guide during the 2006 season.
Belief, Presence, Love, Fearless, Trust, Impact, Discipline, Serve, Intensity, Impact, Moxie, Passion
Jordon Larson, passion: “I want to come into every match showing the love for the game, how much I want to play it.”
Sarah Pavan, impact: “I wanted to make a bigger impact both on and off the court this year in terms of leadership and my play.”
VOCABULARY EMPHASIS Vocabulary is so important in any subject. Think of a term that describes you and be
able to provide a reason.My math term is trapezoid.
Write that term on the other side of the name tent.
Be ready to share your term and reason.
FACETS OFPURPOSEFUL VOCABULARY INSTRUCTION Provide rich and varied language experiences
discussion, focused attention on words, being read to, wide and frequent reading
Teach word-learning strategies Using context, using morphology (word parts), using
a dictionary
Foster word consciousness Awareness, interest in words and their meanings,
understanding of communicative power of language
Teach individual words
(Graves, 2006)
ESSENTIAL QUESTIONS Why should I teach some words
explicitly?
What criteria should I consider when choosing words?
How might I introduce different kinds of terms most effectively?
How might I encourage lasting and deep understanding of important vocabulary?
WHY SHOULD I TEACH SOME WORDS EXPLICITLY?
Explain why teaching individual words explicitly is important.
REFLECTIONS & FORWARD THINKING
RUN THE TOURNAMENT:MOST COMPELLING REASONS
Use a “tournament bracket” to decide which research snapshot is most compelling:
Line up (or deal) the research snapshot cards in random pairs.
For each pair, decide which should advance between the two cards based on the degree of importance and relevance toward the question: Why should I teach some words explicitly?
Once the winner and runner up are decided, choose one consolation card from any of the others.
WHY SHOULD I TEACH SOME WORDS EXPLICITLY?
Which reasons are most compelling to you?
What concerns or questions must be addressed?
Explicit vocabulary instruction “can deepen students’
knowledge of word meanings” to help them “understand what they are hearing or
reading” and well as “help them use words accurately in
speaking and writing.”
(National Institute for Literacy, 2003, p. 36)
WHAT CRITERIA SHOULD I CONSIDER WHEN CHOOSING WORDS?
Understand criteria for selecting words to teach explicitly.
Evaluate words from a unit or reading material based on appropriate criteria.
REFLECTIONS & FORWARD THINKING
List 5 to 10 words that you currently teach (or are planning to teach) explicitly.
List 5 to 10 words that you currently teach (or are planning to teach) explicitly.
Vocabulary instruction
should focus on critical words.
National Reading Panel (2000)
PURPOSE FOR TEACHING To understand a specific text better
To learn a specific concept and its label
To improve comprehension of texts in general
To increase one’s understanding of some aspect of generative word knowledge
To improve writingNagy & Heibert, 2007, presentation
WORD LEARNING TASKS
Learning a basic oral vocabulary
Learning to read known words
Learning new meanings for known words
Learning new words representing known concepts
Learning new words representing new concepts
Clarifying, enriching the meanings of known words
Moving words into expressive vocabularies
Building English learners’ vocabularies
CRITERIA FOR WORD SELECTION Word Knowledge
prior knowledge necessary
understanding
Frequency & Distribution rate of occurrence in
English text
Importance reading comprehension
(particular selection, general comprehension)
content-specific achievement
Utility outside of particular
school context instructional potential generativity morphology (word
parts) semantic-relatedness
(categories of meaning)
Conceptual difficulty
WORD KNOWLEDGE Word Knowledge Continuum
Rich, decontextualized knowledge of meaning, relationship to other words, extension to metaphorical uses
Knowledge, but inability to recall readily enough for application
Narrow, context-bound knowledgeGeneral senseNo knowledge
(Beck, McKeown, & Kucan, 2002)
Depth
of
Unders
tand
ing
TYPES OF WORDS Literary
Found in reading and sophisticated speaking
relatively low frequency flustered, rambunctious,
yelped
General academic words found in academic
discourse (text & speech) relatively high frequency,
wide distribution specific, analysis,
method, achieve
Content-specific necessary for content
achievement relatively low
frequency electoral college,
algorithm, gerund, photosynthesis
School-task labels for academic
tasks Venn diagram,
journal, learning log
(Hiebert & Lubliner, 2008)
WORD HIERARCHY
(Beck, McKeown, 1985)
CONCEPTUAL DIFFICULTY Known concept that
can be expressed with a one-word synonym or familiar phrase Often found in narrative
text Often can be learned
from context or understand essential meaning of text without deep word knowledge
altercation (fight) apologize (to say you’re
sorry)
Unknown concept that can be learned from available experiences & information (background knowledge)
naive independence embarrassment nostalgia elation
(Nagy, Anderson, & Herman, 1987 adapted from Hiebert, 2008, presentation)
CONCEPTUAL DIFFICULTY Unknown concept
requiring learning of new factual information or related system of concepts Less likely to be learned
from context Understanding meaning
often necessary for comprehension of academic text
Often more abstract Often polysemus
(having multiple meanings)
divide (as boundary between drainage basins)
democracy
periodic sentence
(Nagy, Anderson, & Herman, 1987 in Hiebert, 2008, presentation)
MORPHOLOGICAL FAMILIES Morpheme – smallest unit of meaning
bases, rootsprefixessuffixes
(http://www.wordworkskingston.com/)
"Morphological knowledge is a
wonderful dimension of the child's uncovering of "what's in a word," and one of the least
exploited aids to fluent comprehension" (Wolf,
2007, p. 130).
SEMANTIC-RELATEDNESS Words that fit into categorical clusters
Verbs
physical movements of people/animals
chasing grip grasped
raid burrowed straining(Hiebert, 2008, presentation)
cognitive/affective/communication
prepare confused accomplished
groan healed wincedmotions associated with objects (sometimes living things)
bouncing gusted ignite
crammed overturned nicked
CRITERIA FOR WORD SELECTION Word Knowledge
prior knowledge necessary
understanding
Frequency & Distribution rate of occurrence in
English text
Importance reading comprehension
(particular selection, general comprehension)
content-specific achievement
Utility outside of particular
school context instructional potential generativity morphology (word
parts) semantic-
relatedness(categories of meaning)
Conceptual difficulty
QUESTIONS WORTH ASKING Is this word unknown?
Is this word critical to understanding (the particular text, the particular subject matter)?
Is this a word students are likely to encounter again (in sophisticated language use, in this particular subject, in other domains)?
Is this word conceptually difficult (abstract, new concept, multiple meanings)?
Does this word have high instructional potential (morphology, connections to other words, word learning)?
REFLECTIONS & FORWARD THINKING
Review your list of words.
Does each match your purpose?
Based on the appropriate criteria, does each merit instructional time and energy?
Review your list of words.
Does each match your purpose?
Based on the appropriate criteria, does each merit instructional time and energy?
HOW MIGHT I INTRODUCE DIFFERENT KINDS OF TERMS MOST EFFECTIVELY?Know (and ultimately use) different types of instruction to explicitly teach different types of words.
REFLECTIONS & FORWARD THINKING
How do I currently introduce new words?
How do I currently introduce new words?
EFFECTIVE VOCABULARY INSTRUCTION Vocabulary instruction should focus on critical words
Effective vocabulary instruction does not rely on definitions.
Teaching word parts enhances understanding.
Different types of words require different types of instruction.
Active engagement improves learning.
Repeated exposure is essential.
CHARACTERISTICS OF EFFECTIVE DIRECT VOCABULARY INSTRUCTION (MARZANO, 2004)
Effective vocabulary instruction does not rely on definitions.
Students must represent their knowledge of words in linguistic and nonlinguistic ways.
Effective vocabulary instruction involves the gradual shaping of word meanings through multiple exposures.
Teaching word parts enhances students’ understanding of terms.
CHARACTERISTICS OF EFFECTIVE DIRECT VOCABULARY INSTRUCTION (MARZANO, 2004)
Different types of words require different types of instruction.
Students should discuss the terms they are learning.
Students should play with words.
Instruction should focus on terms that have a high probability of enhancing academic success.
RATE YOUR PRACTICE Rate your current vocabulary instruction
according to the characteristics of effective vocabulary instruction.
+ My instruction demonstrates this characteristic consistently and intentionally.
√ My instruction demonstrates this characteristic on occasion and/or with some intention.
- My instruction demonstrates this characteristic rarely.
FOR THE STRONGEST POSSIBLE RESULTS… Include both definitional and contextual information.
Involve students in active and deep processing of the words.
Provide students with multiple exposures to the word.
Review, rehearse, and remind students about the word in various contexts over time.
Involve students in discussions of the word’s meaning.
Spend a significant amount of time on the word.(Graves, 2006)
“Often, it will be necessary to teach words in ways that
do not consume large amounts of time and do not
produce the strongest possible results…
…In these cases, think of your initial instruction on a
word as just that—initial instruction, an initial
experience that starts students on the long road to learning a full and rich meaning for the word.”
(Graves, 2006, p. 70)
QUICK INTRODUCTION Learning new words for known concepts in text
During read-aloud Before students read text
Read-aloud Provide known synonym/descriptive phrase after
the word (without disrupting the narration)
Prior to student reading Display or quick note with target word and known
synonym/descriptive phrase Preview descriptions provided in textbooks
(supplement as necessary)
Reception Check
Full Bars…Decent Reception…Dropped Call?
CONTEXT-RELATIONSHIP Learning new words representing known
concepts
1. Create a brief paragraph that gives the meaning of the word.
2. Follow the paragraph with a multiple-choice item that checks students’ understanding of the word.
3. Show the paragraph, read it aloud, and read the multiple-choice options.
4. Pause to give students a moment to answer the item, provide the correct answer, and discuss the word and any questions they have.
INDOLENCE
Fortunately, none of my English 9 R students could be described as indolent. Whereas an indolent student would try to sleep during class, slouch in her seat, procrastinate, and generally avoid exerting any effort, my students are diligent, hard-working, eager, and achievement-driven. I would be worried if someone described an English 9 R student as indolent, because it is worse than just occasional tiredness or laziness. Indolence implies a tendency to be lazy much of the time.
INDOLENT MEANS
A. often lazyB. sometimes lazyC. often hardworkingD. sometimes hardworking
Reception Check
Full Bars…Decent Reception…Dropped Call?
INTRODUCING SPECIFIC WORDS
1. Student Friendly Explanations Characterize word and typical use Explain meaning in everyday language
2. Teacher-Created Contexts Develop instructional contexts that provide
strong clues to meaning
3. Active Engagement with Words Short, playful, lively opportunities for
students to interact with words and meanings right away
(Beck et al. 2002 in Diamond & Gutlohn, 2006)
OBSERVE:VOCABULARY INSTRUCTIONAL ROUTINE
What instructional steps were used to introduce each of the words?
For which kinds of words / word learning tasks would this routine be most appropriate?
What other effective instructional practices are worth noting?
VOCABULARY INSTRUCTIONAL ROUTINE
(Anita Archer, http://www.scoe.org/pub/htdocs/archer-videos.html)
OBSERVE:VOCABULARY INSTRUCTIONAL ROUTINE
What instructional steps were used to introduce each of the words?
For which kinds of words / word learning tasks would this routine be most appropriate?
What other effective instructional practices are worth noting?
VOCABULARY INSTRUCTIONAL ROUTINE
Learning new words representing known concepts
1. Introduce the word2. Present a student-friendly
explanation3. Illustrate the word with examples4. Check understanding5. Review a group of words
STUDENT FRIENDLY EXPLANATIONS Consider resist
Dictionary: “to withstand the force or the effect of”
Student-friendly: “when a person struggles or fights not to give in to something”
Write a student-friendly explanation for one of your words.
TEACHER-CREATED CONTEXTS Consider convey
Literary Context: “Of the Right Whale, the best outline pictures are in Scoresby; but they are drawn on too small a scale to convey a desirable impression” (Melville, Moby Dick).
Teacher Created: The speaker was successful in conveying his main ideas to the audience. They all understood what he said, and most agreed with him…
Write a few sentences using your word in context to clarify meaning.
ACTIVE ENGAGEMENT WITH WORDS Consider interior
Questions Jake thought it would be fun to
explore the interior of Alaska. Why might you want to spend time in the interior of Nebraska?
Example or Non-example? Which tells about the interior
of Oregon? On their vacation, the family
visited a lake in central Oregon.
On their vacation, the family visited the beaches and coast of Oregon?
Finish the idea After a trip to the coast,
we headed to the interior of the country because _____.
Have you ever…? Can you describe a place
you know about that is located in the interior of Nebraska?
Choices If what I say could be in
the interior of a big island, say “interior”…
A mountain An ocean beach
CHORAL RESPONSE STRATEGIES
Students respond in unison to teacher promptsReinforce accurate pronunciationIncrease student responsesIncrease engagement of all studentsProvide elaborative practice
QUESTIONS & CHORAL RESPONSE Making Choices
Provide contexts for students to decide whether the target word is appropriate or which word of those given is best.
To differentiate: visual cues literal/recall stems abstract or higher order stems (and ask students to
justify)
(Beck, McKeown, Kucan, 2002, p. 57)
MAKING CHOICES
loquacious or reserved?
many students after an exciting event
an introvert
most new students
someone who “likes the sound of her own voice”
T-P-S: Think of a time when you (or someone you know) might have been described as loquacious.
(Beck, McKeown, Kucan, 2002)
MAKING CHOICES glimpse scrutinize
Which can you do more quickly?
inspector spectator What would you probably call every person watching a
football game?
largo ritardando Which tells me to slow down gradually?
(Beck, McKeown, Kucan, 2002, p. 80-81)
VOCABULARY CONTINUUM Encourage student discussion and
elaborative processing of meaning among synonyms or related words.
VOCABULARY CONTINUUM
mistake error blunder
hate dislike loathe abhor
adore cherish blunder
Encourage student discussion!
STUDENT DISCUSSION Which of the words is more intense?
Which word works best in a specific context?
Which word do you understand best? Or least?
Which synonym best represent this word?
YES – NO - WHY Encourage discussion and elaborative rehearsal
1. Provide interesting prompt using target word that requires students to take a position.
2. Students answer yes or no and explain briefly in writing or discussion (2 sentences maximum, but must be complete).
Should teachers focus their explicit instruction of vocabulary on sesquipedalian terms?
Yes, I agree with this assertion because ____. No, I do not agree with this assertion because ____.
ACTIVE ENGAGEMENT WITH WORDS
Questions
Example / Non-
example
Finish the Idea
Have you ever…?
Choices
Other?
Create one way to engage your students with your target word.
Reception Check
Full Bars…Decent Reception…Dropped Call?
Reception Check
Full Bars…Decent Reception…Dropped Call?
BUILDING ACADEMIC VOCABULARY:
THE SIX-STEP METHOD
Marzano, R. (2004). Building background knowledge for academic achievement. Alexandria, VA: ASCD.
Marzano, R. (2005). Building academic vocabulary: Teacher’s manual. Alexandria, VA: ASCD.
BUILDING ACADEMIC VOCABULARYA SIX-STEP PROCESS
Learning new words representing known or unknown concepts
4. Engage students in word activities
5. Discuss words
6. Engage student “play” with words
1. Introduce word
2. Students generalize meaning
3. Students create nonlinguistic representation
(Marzano, 2004)
PLEASE ANSWER: Should teachers focus their direct instruction
of vocabulary on sesquipedalian terms?
Rate your understanding of the word sesquipedalian.
1 I’ve never heard this word before.
2 I’ve heard this word, but I don’t really know what it means.
3 I know the general meaning of this word, though I cannot specifically define it.
4 Whether spoken or written, I know this word well and understand its meaning.
SESQUIPEDALIAN etymology (analysis of word origins &
parts)sesqui (Latin, half as much again)ped (foot)-ian (one that is, one who)
Examples:• antidisestablishmentarianism • pneumonoultramicroscopicsilicovolcanoconiosis • floccinaucinihilipilification
Examples:• antidisestablishmentarianism • pneumonoultramicroscopicsilicovolcanoconiosis • floccinaucinihilipilification
SESQUIPEDALIAN
Everything that coruscates with effulgence is not ipso facto aurous
. --All that glitters is not gold.
<http://www.wordsources.info/words-mod-sesquipedalian-1-16.html>
“Nancy and Sluggo”
PLEASE: Rate your understanding of the word
sesquipedalian.
Should teachers focus their direct instruction of vocabulary on sesquipedalian terms?
1 I’ve never heard this word before.
2 I’ve heard this word, but I don’t really know what it means.
3 I know the general meaning of this word, though I cannot specifically define it.
4 Whether spoken or written, I know this word well and understand its meaning.
EXPERIENCE & OBSERVE Strategy observer
What steps/processes did you observe?
Participant observerWhat words, behaviors, evidence of
student learning did you notice?
ParticipantsWhat did you learn? What worked for you?
How did you feel as a learner using this strategy?
BUILDING ACADEMIC VOCABULARY
STEPS 1 - 3
Massed Practice
1. Introduce word Student friendly descriptions, examples,
explanations, images, etc. Must connect to students’ prior
knowledge
2. Students generalize meaning
3. Students create nonlinguistic
representationCaution!
Monitor understanding carefully May require more than one session
Caution! Monitor understanding carefully May require more than one session
637 percentile pts.
higher than… …students who kept repeating definitions.
421 percentile pts. higher
than… …students who were using the terms in a sentence.
Students who used imagery to learn vocabulary, on average, performed…
Students who used imagery to learn vocabulary, on average, performed…
# of studies
(Pickering, 2007, ASCD presentation)
RESEARCH ON IMAGERY AS ELABORATION
Reception Check
Full Bars…Decent Reception…Dropped Call?
CONCEPT OF DEFINITION MAP Learning new words representing known concepts
or those that can be accessed through student experience / prior knowledge
SEMANTIC MAP Clarifying, enriching the meanings of known
words
1. Teacher presents important concept before reading.
2. Students brainstorm related words.
3. Teacher records and adds.
4. Class classifies to show relationships.
5. Teacher highlights target words.
6. Students add during/after reading.
Discussion is essential!
SEMANTIC MAP
REFLECTIONS & FORWARD THINKING
What specific methods would be effective for the words I need to teach well?• Name it.• Describe it.• Explain why it’s
good.
What specific methods would be effective for the words I need to teach well?• Name it.• Describe it.• Explain why it’s
good.
HOW MIGHT I ENCOURAGE LASTING AND DEEP UNDERSTANDING OF IMPORTANT VOCABULARY?
Understand the importance of distributed practice
Identify relevant strategies for classroom implementation
BUILDING ACADEMIC VOCABULARYA SIX-STEP PROCESS
Massed Practice
initial word learning
Distributive Practice
periodically
all previous words
4. Engage students in word activities
5. Discuss words
6. Engage student “play” with words
1. Introduce word Student friendly descriptions, examples,
explanations, images, etc. Must connect to students’ prior knowledge
2. Students generalize meaning
3. Students create nonlinguistic representation
MASSED VS. DISTRIBUTED PRACTICE 24 focused practices to achieve 80%
competency
Massed Practice
Distributed Practice
(Marzano, Pickering, & Pollock, 2001, p. 67)
MASSED & DISTRIBUTED PRACTICE
Week 1 Week 2 Week 3 Week 4 Week 5
Important Assumption:“Learning” implies that students can recall, understand, and use information for the long term.
CHARACTERISTICS OF EFFECTIVE DIRECT VOCABULARY INSTRUCTION (MARZANO, 2004)
Effective vocabulary instruction does not rely on definitions.
Students must represent their knowledge of words in linguistic and nonlinguistic ways.
Effective vocabulary instruction involves the gradual shaping of word meanings through multiple exposures.
Teaching word parts enhances students’ understanding of terms.
CHARACTERISTICS OF EFFECTIVE DIRECT VOCABULARY INSTRUCTION (MARZANO, 2004)
Different types of words require different types of instruction.
Students should discuss the terms they are learning.
Students should play with words.
Instruction should focus on terms that have a high probability of enhancing academic success.
FREQUENT STUDENT SELF-ASSESSMENT Students self-rate level of word knowledge. Encourages student reflection, discussion
1 I’ve never heard this word before.
2 I’ve heard this word, but I don’t really know what it means.
3 I know the general meaning of this word, though I cannot specifically define it.
4 Whether spoken or written, I know this word well and understand its meaning.
STUDENT-CREATED DICTIONARIES Students maintain a collection of words
and elaborative information that is periodically reviewed, expanded, and shared.Synonyms, antonyms, semantically-related
words, pictures, authentic text, etc.
Various formsTeacher-created template, note cards, matrix,
using table of contents, electronic databaseTeacher-generated lists, student-generated
lists
ASCD. (2005). Building Academic Vocabulary: Student Notebook. Retrieved
September 20, 2006, from http://shop.ascd.org/productdisplay.cfm?productid=105154e
VOCABULARY MATRIX
< , >, ≤
Word Description
Word Parts Related Words
Visual
inequalitya relationship that is not equal
prefix: in- (not)root: equalsuffix: -ity (changes from adj to noun)
equalityequationequalinoperableinedibleintolerableIndependentjovialityindividualityneutrality
“Provide students with multiple
opportunities to MUCK AROUND
with words.”
(my friend, Lenny Vermaas)
FLASH CARD PLUS a spreadsheet that will create cards that can be
used for multiple reinforcement activities: Flash cards Inside/outside circle I have…Who has…? Bingo Jeopardy Classification tasks
http://manila.esu6.org/lvermaas/stories/storyReader$66
INSIDE-OUTSIDE CIRCLE Pass out cards to every student. (Duplicate
cards can be used.)
Number off students by 1 (outside) and 2 (inside)
Match up so that each person is facing a partner.
Outside circle shares their word or definition; inside circle provides answer
SWITCH CARDS, outside circle rotate left
I HAVE… WHO HAS…? Students practice pronouncing words,
speaking clearly, and reinforcing definitions.
Pass out cards randomly. Ex. I have a right triangle who has an angle that
is less than 90 degrees. Who has…?
Students respond as prompted.
BINGO Have students put the words on a bingo
sheet.
Students place tokens on the words that match the definition read by the teacher.
Winner says back the word and the definition or uses the words in a sentence.
JEOPARDY Multiple resources available
Templates on the web Pocket posters Tape/hang cards on wall
CLASSIFYING Provide students with vocabulary cards
Have students place cards into categories label the categories see how other groups classified their cards or regroup
cards using a different criteria
“Children do not learn by doing …..They learn by
thinking, discussion, and reflection on what
they have done.”
Willam Speer (NCSM)
VOCABULARY – ALIVE WRITING Provide a list of terms for students to use in a
single related piece of writing.
For Example:Use 15 of the 20 terms listed above
in a meaningful paragraph, story, poem or letter to convince me of your understanding. Put a check mark next to the terms you choose and underline them in the writing.
Write a paragraph using the words listed above in the word bank to describe the graph that is shown at the right.
intercept slope decreasing
parallel constant intersection
increasing quadrant perpendicular
NAME THAT CONCEPT!
1. Partner A: Provide clues to your partner without using the actual words, derivatives, or rhymes.
definitions, examples, descriptions, contexts
2. Partner B: Name the concept or component or say “pass” to move on to the next item.
Goal: Successfully communicate all items in one
minute.
WORDS FROM GEOMETRY
sphere
congruent
cylinder
proportion
proof
WORDS FROM AMERICAN HISTORY
migration
capitalism
electoral college
Franklin D. Roosevelt
Bill of Rights
REFLECTIONS & FORWARD THINKING
What specific methods would be effective for the words I need to teach well?• Name it.• Describe it.• Explain why it’s
good.
What specific methods would be effective for the words I need to teach well?• Name it.• Describe it.• Explain why it’s
good.
TWO STARS & A WISH
Please record one of the most important or relevant ideas you heard.
Please record one strategy you plan to use next fall.
Please record something you wish about this session.