vocabulary: defining best practice in reading first schools michael c. mckenna university of...
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Vocabulary:Defining Best Practice in
Reading First Schools
Michael C. McKennaUniversity of Virginia
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Today’s Goals
Learn about how children acquire word meanings
Examine research findings on vocabulary instruction
Discuss scientifically-based instructional approaches
Form an action plan for your schools
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What are some ways elementary-school children learn new vocabulary?
What are some ways elementary-school teachers typically teach new vocabulary?
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Is the word vocabulary in your vocabulary?
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word-hoard
id
argon
estuary
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What is vocabulary? Speaking vocabulary Listening vocabulary Reading vocabulary Writing vocabulary General vocabulary Technical vocabulary Meaning vocabulary
Modality
Domain
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What is vocabulary? Speaking vocabulary Listening vocabulary Reading vocabulary Writing vocabulary General vocabulary Technical vocabulary Meaning vocabulary
Modality
Domain
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What is vocabulary? Speaking vocabulary Listening vocabulary Reading vocabulary Writing vocabulary General vocabulary Technical vocabulary Meaning vocabulary
Modality
Domain
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What is vocabulary? Speaking vocabulary Listening vocabulary Reading vocabulary Writing vocabulary General vocabulary Technical vocabulary Meaning vocabulary
Modality
Domain
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What is vocabulary? Speaking vocabulary Listening vocabulary Reading vocabulary Writing vocabulary General vocabulary Technical vocabulary Meaning vocabulary
Modality
Domain
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1755 Dictionary of the English Language
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1755 Dictionary of the English Language
114,000 words
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1755 Dictionary of the English Language
114,000 words
impertransibilityquecknould
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1755 Dictionary of the English Language
2005 Oxford English Dictionary (3rd ed.)
114,000 words
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1755 Dictionary of the English Language
2005 Oxford English Dictionary (3rd ed.)
114,000 words
660,000+ words
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2005 Oxford English Dictionary (3rd ed.)
660,000+ words
webcamcyberphobic
doh
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Doh!
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English users follow set rules for coining new words, thus adding greatly to the number of potential words in the language.
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English users follow set rules for coining new words, thus adding greatly to the number of potential words in the language.
The postman likes our street because it is dogless.
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Are you a logophile?
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Are you a logophile?
words
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A Vocabulary Challenge
To comprehend what we read, at least 95% of the words must be recognized
automatically.
How is this possible given the number of words in English?
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50K
40K
30K
20K
10K
0
K 12
5,000 •1,500 •
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50K
40K
30K
20K
10K
0
K 12
5,0001,500
45,000
17,000
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“Vocabulary levels diverge greatly during the primary years, and virtually nothing effective is done about this in schools.” (p. 29)
Biemiller, A. (2004). Teaching vocabulary in the primary grades.In J.F. Baumann & E.J. Kame’enui (Eds.), Vocabulary instruction: Research to practice (pp. 28-40). New York: Guilford.
Andy Biemiller
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Oral vocabulary at the end of first grade is a significant predictor of comprehension ten years later.
Cunningham, A.E., & Stanovich, K.E. (1997). Early reading acquisition and its relation to experience and ability 10 years later. Developmental Psychology, 33, 934-945.
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Why is a large vocabulary associated with good
comprehension?
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The Instrumental Hypothesis
Vocabulary aids comprehension by providing the reader with a tool, or instrument.
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The Knowledge Hypothesis
It’s not so much the words themselves that help, but the knowledge they represent.
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The Aptitude Hypothesis
Comprehension and vocabulary are correlated “not because one causes the other, but because both reflect a more general underlying verbal aptitude.” – Stahl & Nagy (2005)
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The Access Hypothesis
A larger vocabulary means
a deeper understanding of words (including nuances of meaning)
quicker access to words in the lexicon
flexibility in deciding among multiple meanings
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The Reciprocal Hypothesis
Being a better reader makes it possible for
you to read more
Reading more gives you a bigger
vocabulary
Having a bigger vocabulary makes you a better reader.
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Four Obstacles to Acquiring a Large Vocabulary
1. The number of words in English is very large.
2. Academic English differs from the kind of English used at home.
3. Word knowledge involves far more than learning definitions.
4. Sources of information about words are often hard to use or unhelpful.
– Stahl & Nagy (2005)
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How do we learn words from experiences?
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gavagai
An aborigine points to a running rabbit and says “Gavagai.” Can you infer the word’s meaning?
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Each encounter with a word helps a child narrow its meaning. For example, if he next hears the word gavagai used to refer to a sitting rabbit, the child will infer that running is not connected with the meaning.
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Young children learn word meanings from one-on-one interactions with parents and siblings. These interactions may be rich or poor. Consider two examples based on Hart and Risley’s (1995) comparison of families of different socioeconomic levels.
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Do I have to eat these?
Yeah.
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Do I have to eat these?
Yes, because they have vitamins that will help you grow and get stronger.
“Motherese”
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What does it mean to know a word?
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A Continuum of Word Knowledge
No knowledge
A vague sense of the meaning
Narrow knowledge with aid of context
Good knowledge but shaky recall
Rich, decontextualized knowledge,connected to other word meanings
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A Continuum of Word Knowledge
No knowledge
A vague sense of the meaning
Narrow knowledge with aid of context
Good knowledge but shaky recall
Rich, decontextualized knowledge,connected to other word meanings
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The Reading System (Adams)
Reading Writing Speech
MeaningProcessor
Phonological Processor
OrthographicProcessor
ContextProcessor
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The Reading System (Adams)
Reading Writing Speech
MeaningProcessor
Phonological Processor
OrthographicProcessor
ContextProcessor
Lexicon
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lexicon
That part of long-term memory devoted to word knowledge
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How is a word stored in the lexicon?
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cat
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cat
/kat/
c-a-t
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cat
/kat/4 legs
“meow”c-a-t
pet
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cat
/kat/4 legs
“meow”c-a-t
animal
petlion
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cat
/kat/
mammal
4 legs
“meow”c-a-t
animal
petlion
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cat
/kat/
mammal
4 legs
“meow”c-a-t
animal
petlion
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cat
/kat/
dog
mammal
4 legs
“meow”c-a-t
animal
petlion
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cat
/kat/
dog
mammal
4 legs
“meow”c-a-t
animal
petlion
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cat
/kat/
dog
mammal
4 legs
“meow”c-a-t
animal
petlion
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Dual Coding Theory
Two systems are involved in learning words. One contains verbal information, the other non-verbal (images). When we learn a word, real-world images that we associate with the concept are also stored. Accessing a word in the lexicon therefore involves both the verbal system and non-verbal (imagery) system.
~ Moral ~When teaching new words, use pictures and other images where possible.
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cat
/kat/
dog
mammal
4 legs
“meow”c-a-t
animal
petlion
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The Nonverbal (Imagery) System
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New meanings and even new pronunciations of a word may be added to a child’s lexicon over time.
produce
próduce
Raw veggies
prodúce
to make
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Biemiller, A. (2004). Teaching vocabulary in the primary grades.In J.F. Baumann & E.J. Kame’enui (Eds.), Vocabulary instruction: Research to practice (pp. 28-40). New York: Guilford.
K 1 2 3 4 5 6 7 8 •••
leanTo rest
oneobject againstanother
To rely on anotherperson
forsupport
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Is wide reading enough?
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Why Wide Reading Why Wide Reading Is Enough Is Not Enough
Vocabulary size andthe amount a child reads are correlated.
Direct instruction cannot possibly account for the number of word meanings children acquire.
Context is generally unreliable as a means of inferring word meanings.
Most words occur too infrequently to provide the number of exposures needed to learn them.
Marzano, R.J. (2004). The developing vision of vocabulary instruction. In J.F. Baumann & E.J. Kame’enui (Eds.), Vocabulary instruction: Research to practice (pp. 100-117). New York: Guilford.
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“There is no obvious reason why direct vocabulary instruction and wide reading cannot work in tandem.”
– Marzano (2004, p. 112)
RobertMarzano
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The Vocabulary Catch-22
Children need to learn more words to read well, but they need to read well to
learn more words.
McKenna, M.C. (2004). Teaching vocabulary to struggling older readers. Perspectives, 30(1), 13-16.
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Perhaps one of the most important reasons why teachers need to pay attention to vocabulary is that vocabulary knowledge is cumulative. The more words you know, the easier it is to learn yet more words.
– Stahl & Nagy (2005)
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What about context clues?
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Four Types of Contexts
1. Directive (provides powerful clues)“Sue was talkative but Bill was taciturn.”
2. General (helps categorize a word)“She’d had measles, mumps, and varicella.”
3. Nondirective (offers very little help)“The dress was taupe.”
4. Misdirective (can be misleading)“He was huge, muscular, and adroit.”
– Beck & McKeown (2004)
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Teaching Students about Context
Remind them that context does not always provide strong clues.
Remember that many students may have difficulty making inferences about words from context.
Model the process when possible.
– Beck & McKeown (2004)
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Three Broad Categories of Clues
1. Pictorial and Typographic
The crescent moon shone on the lawn.
“My dad calls that a ‘fingernail moon,’ ” said Ed.
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Three Broad Categories of Clues
2. Syntactic
A zerp was jumming the zum.
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Three Broad Categories of Clues
3. Semantic
She peeled a juicy, red zum.
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Some Types of Semantic CluesDefinition The vole, a small rodent, has a short tail.Antonym Sue was adroit but Bill was clumsy. Synonym The soup was hot – scalding, in fact.Example Periwinkle was her favorite color.General The room was disheveled. Clothes and dirty
dishes were everywhere. Chairs were overturned, and trash littered the floor.
Series Would you like cake, peach pie, or a flan?Mood The day was dull and dark. Clouds hung low
and a feeling of melancholy was everywhere.Experience A pair of crows cawed raucously.Expression He was as famished as a bear.
Edwards, E.C., Font, G., Baumann, J.F., & Boland, E. (2004). Unlocking word meanings: Strategies and guidelines for teaching morphemic and contextual analysis. In J.F. Baumann & E.J. Kame’enui (Eds.), Vocabulary instruction: Research to practice (pp. 159-176). New York: Guilford.
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Some Types of Semantic CluesDefinition The vole, a small rodent, has a short tail.Antonym Sue was adroit but Bill was clumsy. Synonym The soup was hot – scalding, in fact.Example Periwinkle was her favorite color.General The room was disheveled. Clothes and dirty
dishes were everywhere. Chairs were overturned, and trash littered the floor.
Series Would you like cake, peach pie, or a flan?Mood The day was dull and dark. Clouds hung low
and a feeling of melancholy was everywhere.Experience A pair of crows cawed raucously.Expression He was as famished as a bear.
Edwards, E.C., Font, G., Baumann, J.F., & Boland, E. (2004). Unlocking word meanings: Strategies and guidelines for teaching morphemic and contextual analysis. In J.F. Baumann & E.J. Kame’enui (Eds.), Vocabulary instruction: Research to practice (pp. 159-176). New York: Guilford.
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But remember . . .
Teaching context clues through contrived contexts is unlikely to transfer to natural contexts.
– Beck, McKeown, & Kucan (2002)
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How do I know which words to teach?
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Two characteristics that make a word inappropriate for teaching:
1. We can’t define it in terms that the students know.
2. The students are not likely to find the word useful or interesting.
– Beck & McKeown (2004)
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word family
A group of words formed from a single root word
historyhistoric
prehistorichistoricalhistorian
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Beck and McKeown’s Three TiersTier 3 • Rare words
• 73,500 word families K-12• Usually content-area related• Examples: isotope, estuary
Tier 2 • Important to academic success• 7,000 word families• Not limited to one content area• Examples: fortunate, ridiculous
Tier 1 • The most familiar words• 8,000 word families• Known by average 3rd grader• Examples: happy, go
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Beck and McKeown’s Three TiersTier 3 • Rare words
• 73,500 word families K-12• Usually content-area related• Examples: isotope, estuary
Tier 2 • Important to academic success• 7,000 word families• Not limited to one content area• Examples: fortunate, ridiculous
Tier 1 • The most familiar words• 8,000 word families• Known by average 3rd grader• Examples: happy, go
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Beck and McKeown’s Three TiersTier 3 • Rare words
• 73,500 word families K-12• Usually content-area related• Examples: isotope, estuary
Tier 2 • Important to academic success• 7,000 word families• Not limited to one content area• Examples: fortunate, ridiculous
Tier 1 • The most familiar words• 8,000 word families• Known by average 3rd grader• Examples: happy, go
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Beck and McKeown’s Three TiersTier 3 • Rare words
• 73,500 word families K-12• Often content-area related• Examples: isotope, estuary
Tier 2 • Important to academic success• 7,000 word families• Not limited to one content area• Examples: fortunate, ridiculous
Tier 1 • The most familiar words• 8,000 word families• Known by average 3rd grader• Examples: happy, go
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Beck and McKeown’s Three TiersTier 3 • Rare words
• 73,500 word families K-12• Often content-area related• Examples: isotope, estuary
Tier 2 • Important to academic success• 7,000 word families• Not limited to one content area• Examples: fortunate, ridiculous
Tier 1 • The most familiar words• 8,000 word families• Known by average 3rd grader• Examples: happy, go
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Beck and McKeown’s Three TiersTier 3 • Rare words
• 73,500 word families K-12• Often content-area related• Examples: isotope, estuary
Tier 2 • Important to academic success• 7,000 word families• Not limited to one content area• Examples: fortunate, ridiculous
Tier 1 • The most familiar words• 8,000 word families• Known by average 3rd grader• Examples: happy, go
“Goldilocks” Words– Stahl & Stahl, 2004
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How intensive should vocabulary instruction be?
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Three Types of WordsTo Teach
Graves, M.F. (1986). Vocabulary learning and instruction, In E.Z.Rothkopf (Ed.), Review of research in education (Vol. 13, pp. 49-91). Washington, DC: AERA.
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1. Words already in the student’s oral vocabulary, which he or she needs to learn to recognize in print.
These are words that a child needs to learn to decode or recognize by sight. (Stahl & Nagy, 2005)
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2. Words not in the student’s oral vocabulary, but which are labels for concepts already familiar to the student.
The student may need to learn that apologize means to say one is sorry, or that elaborate means pretty much the same as complicated. These words may represent different shades of meaning from their synonym, but knowledge of the more frequent synonym will usually get a reader through a text containing that word. The different shades will be learned through continued exposure. Less intensive instruction may suffice. (Stahl & Nagy, 2005)
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3. Words not in the student’s oral vocabulary that refer to concepts new to the student.
For example, the student may not know the word osmosis, or feudalism, or exponential. In such a case, it is not simply a matter of not knowing the word: The student is likely to be totally unfamiliar with the concept. In this case, a definition or other brief explanation is unlikely to help. Rather, a teacher would need to spend a great deal of time examining such concepts. (Stahl & Nagy, 2005)
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Words in OralVocabulary
Known Concepts not Yet Associated with New Words
W3 W2 W1
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Words in OralVocabulary
Known Concepts not Yet Associated with New Words
W3 W2 W1
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Words in OralVocabulary
Known Concepts not Yet Associated with New Words
W3 W2 W1
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Words in OralVocabulary
Known Concepts not Yet Associated with New Words
W3 W2 W1
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What are some of the guiding principles of
teaching vocabulary?
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Preteach key words to improve comprehension.
Guiding Principle
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In 1367, Marain and the settlements ended a seven-year war with the Langurians and Pitoks. As a result of this war, Languria was driven out of East Bacol. Marain would now rule Laman and the other lands that once belonged to Languria. This brought peace to the Bacolean settlements. The settlers no longer had to worry about attacks from Laman. The Bacoleans were happy to be part of Marain in 1367. Yet a dozen years later, these same people would be fighting the Marish for independence, or freedom from United Marain’s rule.
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In 1763, Britain and the colonies ended a seven-year war with the French and Indians. As a result of this war, France was driven out of North America. Britain would now rule Canada and the other lands that once belonged to France. This brought peace to the American colonies. The settlers no longer had to worry about attacks from Canada. The Americans were happy to be part of Britain in 1763. Yet a dozen years later, these same people would be fighting the British for independence, or freedom from Great Britain’s rule.
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Provide more than definitions.
Guiding Principle
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WORD = DEFINITION
Stimulus Response
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WORD = DEFINITION
Stimulus Response
truncate “to cut off”
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WORD = DEFINITION
Stimulus Response
truncate “to cut off”
“She truncated the lights.”
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Combine definitions and contextual examples.
Guiding Principle
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Minimize rote copying of definitions.
Guiding Principle
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Introduce new words in related clusters.
Guiding Principle
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wing
antennae leg
abdomen
thorax
In content areas, clustering words is natural!
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But general vocabulary words can be clustered if you work at
it!
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Provide brief, periodic review.
Guiding Principle
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A Thought Experiment
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Group 1
• Receives 1 hour of direct instruction on 20 new words
• Spends 1 full hour of intense review on all 20 words
• This hour is uninterrupted.
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Group 2
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Group 2
• Receives 1 hour of direct instruction on 20 new words
• Spends 1 full hour of intense review on all 20 words
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Group 2
• Receives 1 hour of direct instruction on 20 new words
• Spends 1 full hour of intense review on all 20 words
• This hour is broken into 6 10-minute sessions, 1 per month for 6 months.
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Assuming that no one encountered any of the 20 words again, which group would do better on a test after a delay of 10 years?
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Massedvs.
DistributedPractice
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What did the National Reading Panel conclude
about teaching vocabulary?
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NRP Findings on Vocabulary
Teaching vocabulary improves general comprehension ability.
Preteaching vocabulary helps both word learning and comprehension of a selection.
Much vocabulary is acquired through incidental exposure.
Repeated exposures in a variety of contexts are important.
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NRP Findings on Vocabulary
A combination of definitions and contextual examples works better than either one alone.
Many instructional methods can be effective in teaching vocabulary.
Instructional methods should result in active engagement.
Both direct and indirect methods should be used.
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NRP Findings on Vocabulary
The more connections that are made to a word, the better the word tends to be learned.
Computer applications can be effective. The effectiveness of some instructional
methods depends on the age or ability of the children.
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What the NRP said they didn’t know about vocabulary instruction
Which methods work best with students of different ages and abilities?
How can technology best be used to teach vocabulary? How is vocabulary best integrated with comprehension
instruction? What combinations of instructional methods tend to work
best? What are the best ways to assess vocabulary?
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To what extent do you see these findings reflected in your core materials?
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What are some of the most effective ways of teaching vocabulary?
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Some Research-Based Techniques
Read-Alouds Semantic Feature Analysis Graphic Organizers List-Group-Label Semantic Maps (word webs) Word Lines Word Sorts Possible Sentences
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Read-Alouds
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“Adding three root words a day is the average daily number of words learned by primary age children with the largest vocabularies.” (p. 37)
Biemiller, A. (2004). Teaching vocabulary in the primary grades.In J.F. Baumann & E.J. Kame’enui (Eds.), Vocabulary instruction: Research to practice (pp. 28-40). New York: Guilford.
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“Adding three root words a day is the average daily number of words learned by primary age children with the largest vocabularies.” (p. 37)
Biemiller, A. (2004). Teaching vocabulary in the primary grades.In J.F. Baumann & E.J. Kame’enui (Eds.), Vocabulary instruction: Research to practice (pp. 28-40). New York: Guilford.
3 words x 140 days 400 words per year
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Planning a Read-Aloud Choose engaging, well-illustrated books. A number of words should be unknown to about
half the students. Choose 3 target words that are important for
comprehension but likely to be unfamiliar. Keep track of the words you choose. Plan to repeat the read-aloud. Plan for small-group sessions (2-5 students). Plan multiple exposures in the days following.
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Conducting a Read-Aloud Be “performance oriented”; read with expression. Include “rich, dialogic discussion.”
Activate prior knowledge. Link the story to experiences of students. Elicit responses from students.
Give direct, clear, and simple instruction in word meanings before the read-aloud.
Give a sentence context from the story in advance.
Discuss words before and after the story. Ignore rare words. (Biemiller) Embed quick definitions while reading. (Biemiller) Do not display pictures while reading (Beck et al.)
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Storybook InterventionDay 1 Day 2 Day 3 Day 4 Day 5 Day 6
Book 1
Intro &
1st Read-Aloud
Book 2
Intro &
1st Read-Aloud
Book 1
2nd Read-Aloud
Book 2
2nd Read-Aloud
Vocabulary
Activities
Coyne, M.D., Simmons, D.C., & Kame’enui, E.J. (2004). Vocabulary instruction for young children at risk of experiencing reading difficulties: Teaching word meanings during shared storybook readings. In J.F. Baumann & E.J. Kame’enui (Eds.), Vocabulary instruction: Research to practice (pp. 41-58). New York: Guilford.
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Three Read-Alouds per Day
Book InterruptionsNew Book None
Old Book 1 Some, to remind students of words
Old Book 2 Some, to remind students of words
Biemiller, A. (2004). Teaching vocabulary in the primary grades.In J.F. Baumann & E.J. Kame’enui (Eds.), Vocabulary instruction: Research to practice (pp. 28-40). New York: Guilford.
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Warning!
Spending too much time discussing read-alouds may detract from valuable reading practice.
– Stahl (1998).
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A Closer Look at Definitions
golf
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golf n.1. a good walk spoiled
(Mark Twain)
2. a game in which a player using special clubs attempts to sink a ball with as few strokes as possible into each of the 9 or 18 successive holes on a course (Webster)
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a game in which a player using special clubs attempts to sink a ball with as few strokes as possible into each of the 9 or 18 successive holes on a course
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a game in which a player using special clubs attempts to sink a ball with as few strokes as possible into each of the 9 or 18 successive holes on a course
class distinguishing features
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a game in which a player using special clubs attempts to sink a ball with as few strokes as possible into each of the 9 or 18 successive holes on a course
class distinguishing features
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class distinguishing features
Aristotle
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Semantic Feature Analysis
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humans adult female
woman + +
man + o
girl o +
boy o o
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games clubs ball o
golf + +
hockey + o
basketball o +
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games clubs ball o
golf + +
hockey + o
basketball o +
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games clubs ball
golf + +
hockey + o
basketball o +
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games clubs ball
golf + +
hockey + o
basketball o +
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games clubs ball
golf + +
hockey + o
basketball o +
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games clubs ball
golf + +
hockey + o
basketball o +
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games clubs ball
golf + +
hockey + o
basketball o +
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games clubs ball
golf + +
hockey + o
basketball o +
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games clubs ball
golf + +
hockey + o
basketball o +
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popinary
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popinary
“a fry cook”
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popinary
“a fry cook”
Mrs. Byrne's Dictionary of Unusual, Obscure, and Preposterous Words: Gathered from Numerous and Diverse Authoritative Sources
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cooks fries makes bakesthings salads
popinary + o o
chef + + +
baker + o + adult female
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cooks fries makes bakesthings salads
popinary + o o
chef + + +
baker + o + adult female
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cooks fries makes bakesthings salads
popinary + o o
chef + + +
baker + o + adult female
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cooks fries makes bakesthings salads
popinary + o o
chef + + +
baker + o + adult female
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cooks fries makes bakesthings salads
popinary + o o
chef + + +
baker + o + adult female
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cooks fries makes bakesthings salads
popinary + o o
chef + + +
baker + o + adult female
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cooks fries makes bakesthings salads
popinary + o o
chef + + +
baker + o + adult female
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cooks fries makes bakesthings salads
popinary + o o
chef + + +
baker + o + adult female
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cooks fries makes bakesthings salads
popinary + o o
chef + + +
baker + o + adult female
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cooks fries makes bakesthings salads
popinary + o o
chef + + +
baker + o + adult female
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cooks fries makes bakesthings salads
popinary + o o
chef + + +
baker + + + adult female
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cooks fries makes bakesthings salads
popinary + o o
chef + + +
baker s + + adult female
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Characters Wise Adventurous
Frog
Toad
Curious George
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How can feature analysis be used in the primary grades?
How early can it be effective?
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Graphic Organizers
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A graphic organizer is a diagram that shows how key terms are
related.
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What’s so great about them?
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What’s so great about them?
They help kids “see” abstract content.
There is little to “read.”
They are easy to construct and discuss.
Technical terms can be taught in clusters.
They enhance recall and understanding.
They have an impressive research base.
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Time Lines
(and other continua)
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Columbus Pilgrims American reaches land at RevolutionNorth America Plymouth begins
1500 1600 1700 1800
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Goldilocks Goldilocks Goldilocks finds cottage eats porridge goes upstairs
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pupa
egg
larvaadult
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Tree Diagrams
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Musical Instruments
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Musical Instruments
wind nonwind
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Musical Instruments
wind nonwind
brass woodwind
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Musical Instruments
wind nonwind
brass woodwind string percussion
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Musical Instruments
wind nonwind
brass woodwind string percussion
trumpet clarinet violin drum
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Venn Diagrams
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Frog and Toad Curious George
No people
AnimalCharacters
Animals talk
Could happen
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Blue People
Thin PeopleTall People
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Blue People
Thin PeopleTall People
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Blue People
Thin PeopleTall People
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drugsstimulants
depressantsalcohol
barbituatescaffeine
dexadrine
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drugsstimulants depressants
caffeinedexadrine
alcoholbarbituates
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drugsstimulants depressants
caffeine dexadrine alcohol barbituates
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wing
antennae leg
abdomen
thorax
Labeled Picture
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Which types of graphic organizers are likely to be effective with primary children?
What about science and social studies materials?
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List-Group-Label
Hilda Taba
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ListStudents brainstorm all the words they can recall at the end of a unit.
GroupStudents suggest logical ways to group the words.
LabelStudents suggest a label for each group they form.
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ListStudents brainstorm all the words they can recall at the end of a unit.
GroupStudents suggest logical ways to group the words.
LabelStudents suggest a label for each group they form.
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ListStudents brainstorm all the words they can recall at the end of a unit.
GroupStudents suggest logical ways to group the words.
LabelStudents suggest a label for each group they form.
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no legs garterboa
venomcobra
fang scales
coral tail
rattlecopperhead
treesholes
ground
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no legs garterboa
venomcobra
fang scales
coral tail
rattlecopperhead
treesholes
ground
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no legs garterboa
venomcobra
fang scales
coral tail
rattlecopperhead
treesholes
ground
Kinds of Snakes garter boa copperhead cobra coral
Things Snakes Might Have rattle scales fang no legs venom tail
Where Snakes Are Found trees holes ground
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no legs garterboa
venomcobra
fang scales
coral tail
rattlecopperhead
treesholes
ground
Kinds of Snakes garter boa copperhead cobra coral
Things Snakes Might Have rattle scales fang no legs venom tail
Where Snakes Are Found trees holes ground
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Can List-Group-Label be useful in the primary grades? Would it need to be modified?
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Semantic Maps
(Word Webs)
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BrainstormingStudents offer ideas related to a topic.
MappingTeacher and students form categories and map the words into a diagram.
ReadingStudents read a nonfiction selection.
Completing the MapTeacher and students revisit the map and together refine and expand it.
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no legs garterboa
venomcobra
fang scales
coral tail
rattlecopperhead
treesholes
ground
Kinds of Snakes garter boa copperhead cobra coral
Things Snakes Might Have rattle scales fang no legs venom tail
Where Snakes Are Found trees holes ground
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Snakes
treesholes
ground
garterboa
copperheadcobracoral
Kinds Where
Things Snakes Might Have
rattle no legsscales venomfang tail
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Semantic maps have the advantage of mirroring how
words are stored in the lexicon.
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cat
/kat/
dog
mammal
4 legs
“meow”c-a-t
animal
petlion
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Word Lines
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hot cold
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hot tepid cold
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hot tepid cold
sweltering
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hot tepid cold
sweltering chilly
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hot tepid cold
sweltering chilly
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Can you think of additional examples of word lines, perhaps not based on antonym anchors?
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Word Sorts
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thorax pupaabdomen antennaewing larvaadult headegg leg
Open Sort Categories are not given.
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Closed Sort Parts Stages
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thorax pupaabdomen eggwing larvahead adultlegantennae
Closed Sort Parts Stages
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Now try your hand at an open word sort!
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Possible Sentences
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1. Present a list of 8-12 words the students will encounter in the new text.
2. Add a few familiar terms.3. Ask for sentences containing at
least two of the words.4. Teach the text.5. Return to the sentences.6. Together decide whether they are
correct or can be edited to make them so.
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connotationword familydual coding
lexiconsyntactic clue
distributed practiceeponymtoponympopinary
worddefinition
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Some Research-Based Techniques
Read-Alouds Semantic Feature Analysis Graphic Organizers List-Group-Label Semantic Maps (word webs) Word Lines Word Sorts Possible Sentences
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What do all of these techniques (except one) have in
common?
1. They involve clusters of related words.
2. They encourage children to categorize.
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What’s the exception?
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Huckleberry Finn
fan-tods
yallerboys
mudcat
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Illinois
Kentucky
Tennessee
Mississippi
Louisiana
Arkansas
Missouri
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Illinois
Kentucky
Tennessee
Mississippi
Louisiana
Arkansas
Missouri
Hannibal
•
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Illinois
Kentucky
Tennessee
Mississippi
Louisiana
Arkansas
Missouri
Hannibal
•
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More Suggestions
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Echo student talk, using richer vocabulary.
I wrote this.
Wonderful. I hope you told me exactly what you saw on your trip to the zoo.
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“Sprinkle” your classroom with vocabulary.
Beck & McKeown (2004)
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Talk around words.
Stahl & Stahl (2004)
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Be a Word Wizard!wary scowl ridiculous fortunate
Tom Sue Ed Juan Maria Lakesha Paul Jack
– Beck & McKeown (2004)
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Ask “silly questions.”
– Beck & McKeown (2004)
Would a fortunate person scowl?
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Encourage word play
(including teachers!)
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Words Named for People(eponyms)
• einsteinium• teddy bear• boycott• pasteurize• watt• decibel• saxophone• braille
• silhouette• sousaphone• zinnia• sideburns• shrapnel• magnolia• hooligan• gardenia
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Words Named for Places(toponyms)
• bikini• tuxedo• badminton• hamburger• californium• uranium• plutonium• damask
• ottoman• bayonet• cologne• frankfurter• magenta• marathon• tangerine• manila
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Words with Unusual Stories
• bazooka• bleachers• blurb• cowlick• crowbar• Dixie• gas• goatee
• googol• gorilla• jeep• jumbo• sandwich• Pacific• serendipity• tank
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Blends (Portmanteaus)
• beefalo• bit• brunch• caplet• cockapoo• electrocute• guestimate• infomercial
• jack rabbit• liger• lox• modem• moped• motel• sitcom• skort
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More Blends . . .
• slurb• smog• snazzy• splatter• spork (why not
foon?)• squiggle• tangelo
• telethon• tiglon• transister• twiddle• zap• zedonk• breen
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Acronyms
• scuba
• radar
• sonar
• laser
• snafu
• fubar
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Mnemonics
principle
rule
principal
pal
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Connotations
What’s the difference between a fiddle and a violin?
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What can we do increasechildren’s vocabularies in
Title I schools?
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1. Make vocabulary a schoolwide goal
Amend your plan.
Establish instructional goals.
Raise consciousness.
Communicate expectations.
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2. Provide professional development
Focus on research-based methods.
Ensure ties to actual materials.
Provide follow-up to aid implementation.
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3. Establish teacher study groups
Organize groups by grade level.
Provide time for discussion.
Reward participation.
Encourage administrator participation.
Select resource books.
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4. Consider supplemental and intervention programs
Tie their use to assessments.
Establish guidelines for use.
Locate product reviews.
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http://www.fcrr.org
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“In the long run, effective intervention will involve extended vocabulary work as a normal part of a primary curriculum.” (p. 34)
Biemiller, A. (2004). Teaching vocabulary in the primary grades.In J.F. Baumann & E.J. Kame’enui (Eds.), Vocabulary instruction: Research to practice (pp. 28-40). New York: Guilford.
AndyBiemiller
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Where do we start in our schools?
What steps can we take to promote greater vocabulary growth?
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Suggested ReferencesBaumann, J.F., & Kame’enui, E.J. (2004). Vocabulary
instruction: Research to practice. New York: Guilford.Bear, D.R., Invernizzi, M., Templeton, S.R., & Johnston, F.
Words their way (3rd ed.). Upper Saddle River, NJ: Prentice-Hall.
Beck, I.L., McKeown, M.G., & Kucan, L. (2002). Bringing words to life: Robust vocabulary instruction. New York: Guilford.
Nagy, W.E. (1988). Teaching vocabulary to improve reading comprehension. Newark, DE: IRA.
Stahl, S.A. (1999). Vocabulary development. Cambridge, MA: Brookline Books.
Stahl, S.A., & Kapinus, B.A. (2001). Word power: What every educator needs to know about teaching vocabulary. Washington, DC: NEA.
Stahl, S.A., & Nagy, W.E. (2005). Teaching word meanings.Mahwah, NJ: Lawrence Erlbaum.