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Vocabulary for Grades K-‐3

“Vocabulary is the knowledge of words and word meanings.” Vocabulary Handbook p. 3

Wordstorming

For each le2er of the alphabet list words or short phrases related to the topic of

vocabulary.

Learning Objec>ves

v Recognize the role of vocabulary knowledge in reading comprehension.

v Examine K-‐3 expecta>ons for vocabulary development.

v Examine the components of effec>ve vocabulary instruc>on.

v Determine which words to teach directly.

Encountering New Words

“Vocabulary knowledge is knowledge; the knowledge of a word not only implies a defini>on, but also implies how that word fits into the world.”

~ Steven Stahl (2005)

“Reading print and understanding words are two condi>ons needed for success in reading ‘grade-‐level’ books.”

~ Biemiller, 2005a

Reading is a multifaceted skill, gradually acquired over years of instruction and practice.

The Many Strands that are Woven into Skilled Reading (Scarborough, 2001)

BACKGROUND KNOWLEDGE VOCABULARY KNOWLEDGE LANGUAGE STRUCTURES VERBAL REASONING COMPREHENSION

PHON. AWARENESS PHONICS FLUENCY

SKILLED READING: fluent execution and coordination of word recognition and text comprehension.

LANGUAGE COMPREHENSION

WORD RECOGNITION

Skilled Reading- fluent execution and coordination of word recognition and text

comprehension.

Vocabulary and Comprehension

“Of the many compelling reasons for providing students with instruc>on to build vocabulary, none is more important than the contribu>on of vocabulary knowledge to reading comprehension. Indeed, one of the most enduring findings in reading research is the extent to which students’ vocabulary knowledge relates to their reading comprehension.” ~ Lehr, F., Osborn, J., Hiebert, E.H. (2004). Focus on Vocabulary, San Francisco: Pacific Resources for Educa>on and Learning.

Vocabulary Considera>ons

"   Complexity of the task "   Types of vocabulary "   Extent of word knowledge

Word Knowledge Gap

Grade Average Student

Bo:om 25%

End of Pre-‐K 3,440 2,440 End of K 4,300 3,016

End of Grade 1 5,160 3,592 End of Grade 2 6,020 4,168

Vocabulary Gap in Root-‐Word Knowledge

~Biemiller (2005a), Vocabulary Handbook

How many words can be taught directly?

Vocabulary researchers are essen>ally in agreement on the number of root words or word families that can be taught in a school year. About 2 words per day or 10 per week, can be taught directly.

~ Teaching Reading Sourcebook, Honig, Diamond, and Gutlohn

Types of Vocabulary

Oral

Listening Speaking

Print

Reading Writing

Productive Receptive

Extent of Word Knowledge: Four Levels 1.  Have never seen or heard the word before. 2.  Have seen or heard the word before, but

don’t know what it means. 3.  Vaguely know the meaning of the word; can

associate it with a concept of context 4.  Know the word well; can explain it and use it.

~ E. Dale (1965)

Extent of Word Knowledge

The extent of word knowledge has serious implications for how words are taught….”

~ Beck et al. (2002)

Anchor Standards for Language

v CCR.4: Determine or clarify the meaning of unknown and mul>ple-‐meaning words and phrases.

v CCR.5: Demonstrate understanding of figura>ve language, word rela>onships, and nuances in word meanings.

v CCR.6: Acquire and use accurately a range of general academic and domain-‐specific words and phrases.

Anchor Standards for Reading

CCR.4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

Components of Effective Vocabulary Instruction

Rich Oral Language Experiences

Wide Reading Teacher Read-‐Alouds Independent Reading

Specific Word InstrucJon Rich and Robust Instruc>on of

Words in Text

Word Learning Strategies Dic>onary Use

Morphemic Analysis Contextual Analysis

Cognate Awareness (ELL)

IntenJonal Teaching Incidental Learning

Word Consciousness: Word Play -‐ Word Origins

~ Vocabulary Handbook by Linda Diamond and Linda Gutlohn

Incidental Vocabulary Learning

Rich Oral Language Experiences v Opportunities for conversations

-with teacher -with peers

v Use sophisticated words

https://www.teachingchannel.org/videos/improving-student-vocabulary

Incidental Vocabulary Learning

Wide Reading v Teacher Read Alouds

-Complex language and topics v Independent Reading

-Instruction on book selection

-Adequate classroom library -Time to read

Intentional Vocabulary Teaching

Specific Word Instruction v Rich – having a great deal, abundant v Robust – strong, powerful effect

“intensive or rich vocabulary instruction requires giving students information about what a word means and about how it is used, and providing them with opportunities to process this information deeply.” Nagy (2005)

Which Words to Teach?

v Tier One Everyday words: clock, happy, walk v Tier Two Occurs frequently in texts: avoid, inspect, splendid v Tier Three Domain-‐specific: carbohydrate, legisla?ve, photosynthesis

Criteria for Selec>ng Words to Teach Directly v Concept Building: Choose words that students have a general concept of but provide a more precise way of saying it .

v Importance: Choose words that appear frequently across a variety of domains.

v PotenJal: Choose words with more than one meaning that can be used in a variety of contexts.

~ Bringing Words to Life by Beck et al.

Marine Mammals

Which words would you teach? impossible surface indefinite rumble comparison impulse uninterrupted react unusual infinite extremely gaping scoops fringe material bristles abundant protect increase united survival

“Because of the brain’s apparent affinity for storing related words in the same cerebral region, teachers may want to purposefully group related words into lessons aimed at acquiring new vocabulary.”

~ David Sousa, How the Brain Learns to Read, 2014

Selec>ng Words for English-‐Language Learners (ELLs)

v Concreteness v Cognate Status v Depth of Meaning v U>lity

Three Traits of Effec>ve Vocabulary Instruc>on "  Both defini>onal and contextual knowledge

(what it means and how it is used) "  Ac>vi>es that require deep processing

(meaningful use) "  Mul>ple encounters ~ Stahl & Fairbanks, 1986; Beck, McKeown, & Kucan, 2002; McGregor, Sheng,

& Ball, 2007

“Deep Knowledge” of Words

WORD

Antonyms

Categories

Connota>ons and

Denota>ons Mul>ple Meanings

Linguis>c Structure

Examples in Context

Synonyms

Instruc>onal Design

v Richness of instruc>on v Frequent encounters with the words v Extension of word use beyond the classroom

Ways to Engage Students

1.  Word Associa>ons 2.  Have You Ever…? 3.  Applause! Applause! 4.  Idea Comple>on 5.  Ques>ons, Reasons, Examples 6.  Making Choices 7.  Which Would…?

Active Engagement With Words

v Questions v Example or Nonexample v Finish the Idea v Have You Ever…? v Choices

Specific Word Instruction Methods

v Read-Aloud (K-3) pp. 32-38 v Independently Read Text (2+) pp. 39-47 v Function Words (K, ELL) pp. 48-52 v Concept Sort (K-1) *Video pp. 53-55 v Semantic Map (2+) pp. 56-59 v Semantic Feature Analysis (3+) pp. 60-63 v Possible Sentences (3+) pp. 64-66 v Word Map (2+) pp. 67-69 v Keyword Method (3+) pp. 70-72

Text Talk

Text Talk is an approach to read-‐alouds designed to promote comprehension and language development.

~ Isabel Beck et al.

What does that look like?

Before

During

After

Introduce any words that are essential to understanding the main idea of the text.

Briefly explain key or chosen words.

Work with 2-5 words.

Read Aloud

v Teacher reads text v Contextualize the word v Say the word v Give a student friendly explana>on v Provide a different context v Engage ac>vely with the word v Say the word again

Online Vocabulary Lessons

AchievetheCore.org v K -‐ Gilberto and the Wind and The Tor?lla Factory v 1st -‐ Moon Rooster and Ways People Live by Emily

Neye v 2nd -‐ The Keeping Quilt and The Secret Life of

Snowflake v 3rd -‐ Alexander Who Used to be Rich Last Sunday

and Home Grown BuOerflies

Independently Read Text

v Display and pronounce word v Give a student friendly explanation v Provide a different context v Engage actively with the word v Student reads text v More engagement with words

Function Words

v Teacher models acting out word v Involve students v Engage students by combining words v Partners practice together

Concept Sorts

Semantic Map

v Brainstorm words connected to topic v Map related words v Teacher or students read text v Discuss text and revise map v Active engagement

Semantic Feature Analysis

v Make grid with features of concept v Model marking features of concept v Students help expand grid v Discuss and explore grid

Possible Sentences

v Display and read target words from text v If needed, provide student friendly

definitions v Students (or partners) write a sentence

using 2-3 of the target words v Read text v Determine if sentences are accurate v Rewrite sentences for accuracy

Word Map (Freyer Model)

v Read text v Contextualize the word v Model filling in word map v Active engagement v Students create word map v Share and discuss

Keyword (Mnemonic)

v Read portion of text with target word v Give a student friendly definition v Model creating a keyword related to

target word v Link keyword to target word v Recall meaning of target word

Model: Vocabulary Instructional Sequence

Vocabulary Instruction

with

Dr. Anita Archer

Connect to the Standards

L.K.6 -‐ Use words and phrases acquired through conversa?ons, reading and being read to, and responding to texts. L.1.6 -‐ …including using frequently occurring conjunc?ons to signal simple rela?onships. L.2.6 -‐ …including using adjec?ves and adverbs to describe. L.3.6 -‐ Acquire and use accurately grade-‐appropriate conversa?onal, general academic, and domain-‐specific words and phrases, including those that signal spa?al and temporal rela?onships.

Prac>ce: Vocabulary Instruc>onal Sequence "  Divide into groups of 3 or 4. "  Read Common Sense: An Anansi Tale "  Choose a target word to teach, making sure that you have each chosen a different word.

"   Plan a vocabulary instruc>onal sequence. "   Take turns teaching your word in your group. "  Discuss in your groups the effec>veness of this strategy. How does this strategy relate to the ways we naturally learn about words?

Keeping the Words Alive

v No>ce when the words are used in other texts v Find ways to use the words throughout the day v Vocabulary Word Wall v Pictures that students can write about using a word v Word Wizards v Vocabulary Notebook

Vocabulary Notebook

Seman>c Gradient

dull

dim brilliant bright

gleaming

less shiny more shiny

http://www.readingrockets.org/strategies/semantic_gradients

Semantic Mapping

tranquil

wild peaceful

restful noisy

Baby sleeping

library

antonyms synonyms

People or things who are this or who do this

Classifying

examine advise dread

concentrate realize

masterpiece impress

splendid miserable

inform panic

Words chosen from a text





Words in Text







Inten>onal Teaching

Word Learning Strategies v Dic>onary Use v Morphemic Analysis/Word Parts v Contextual Analysis v Cognate Awareness (ELL)

Guidelines for Using the Dic>onary

1.  The first entry that you find for a word might not be the one you are looking for. Make sure you have found and read all the entries for a word.

2.  When you find the right entry, read all the different meanings, or defini>ons, that the dic>onary gives for the word. Do not just read part of the entry.

3.  Choose the dic>onary meaning that best matches the context in which the word is used. One meaning will make sense, or fit be2er, than any other.

Teaching Reading Sourcebook, Honig, Diamond, and Gutlohn, p 95

PAVE Map

v Write sentence with target word on map v Print target word on map v Predict meaning v Write sentence using predicted meaning v Write dictionary meaning on map v Revise sentence if necessary v Sketch picture associated with word

Concept of Definition Map

v Overarching Category-What is it?

v Important Features-What is it like?

v Examples-What are some examples?

Inten>onal Teaching


Morphemic Analysis/Word Parts

•  compound words: doghouse, bu2erfly •  root word: inspector, phonics •  base word: unlikely, looking, unhappy •  prefix: re-‐, un-‐, dis-‐ •  suffix: -‐able, -‐ive, -‐ly

affixes

Morpheme - The smallest unit of meaning in a word.

Compound Words

v Some combine the meaning of the 2 words, some do not

v Break apart word into the 2 words v Compound words can be closed (connected), hyphenated, open (non-‐hyphenated)

v Use text to iden>fy and determine meaning h2p://www.freereading.net/wiki/Passages_to_prac>ce_advanced_phonics_skills,_fluency,_and_comprehension.html

At-‐risk second grade readers failed to understand the meanings of compound words and did not recognize related words such as quick, quickly, quicksand, quicken.

~Nagy et al., 2003

What would you call grass where bees like to hide? beegrass or grassbee?

Compound Words

Root Word Families

v A group of words related in meaning v They all share the same root word v Knowing the meaning of the root word

or another word in the family, helps you figure out the meaning of an unfamiliar word

Ex. collect, collecting, collection, collector

Root Words

"  L.1.4c – iden>fy frequently occurring root words (e.g., looks, looked, looking).

"  L.2.4c – Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addi>on, addi>onal)

"  L.3.4c -‐ Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).

Inflec>onal Suffixes

"  L.K.4b – use most frequent occurring inflec>ons...as a clue to meaning.

"  RF.1.3f – read words with inflec>onal endings.

"  L.1.4c – iden>fy frequently occurring root words and their inflec>onal forms

"  RF.2.3d – decode words with common…suffixes

Prefixes

L.K.4b – Use the most frequently occurring…affixes as a clue to the meaning… (re-, un-, pre-).

L.1.4b – Use frequently occurring affixes as a clue to the meaning of a word.

RF.2.3d – decode words with common prefixes L.2.4b – …how a prefix changes meaning

Word-‐Part Clues: Prefixes

v Added to beginning of a root word v Changes meaning of root word v Knowing meaning of prefixes can help figure

out unknown words v Teach un-, re-, in-, dis- (58% of all prefixes) v Some words ‘appear’ to have prefixes (uncle)

Word-‐Part Clues: Suffixes

v Added to the end of a root word v Knowing meaning of suffixes can help figure

out unknown words v Inflectional suffixes (-s, -ed, -ing) change form

of word but not meaning v Derivational suffixes (-ful, -less, -ly) change a

root word’s meaning v Some words ‘appear’ to have suffixes

(grateful)

Limita>ons

"  Some prefixes are not consistent in meaning.

"  Some>mes the removal of what appears to be a prefix leaves no meaningful root word.

"  Some>mes the removal of what appears to be a prefix or a suffix leaves a word that is not obviously related in meaning to the whole word.

h2p://www.funbrain.com/roots/index.html

Teaching Affixes and Roots

v Use a mnemonic to help students remember how to use word parts as a clue to the meaning of words.

v PQRST ----- re-tell-ing v Look for a prefix, find the “queen” root,

identify any suffixes, and put the parts together for the word’s total meaning.

v  Source: “Word Detec>ves,” The Reading Teacher, April 2012

Inten>onal Teaching


Helpful Context Clues Type Descrip>on Example Sentence

Defini>on The author provides a direct defini>on of an unfamiliar word, right in the sentence. SIGNAL WORDS: is, are, means, refers to

A conga is a barrel-‐shaped drum.

Apposi>ve Defini>on

A type of defini>on clue. An apposi>ve is a word or phrase that defines or explains an unfamiliar word that comes before it. SIGNAL WORD: or SIGNAL PUNCTUATION: set off by commas

At night you can see constella>ons, or groups of stars, in the sky.

Synonym The author uses another word or phrase that is similar in meaning, or can be compared, to an unfamiliar word. SIGNAL WORDS: also, as, iden>cal, like, likewise, resembling, same, similarly, too

My dog Buck travels everywhere with me. My friend’s canine Buddy travels everywhere with him, too.

Antonym The author uses another word or phrase that means about the opposite of, or is in contrast with, an unfamiliar word.

I thought the party would be extraordinary, but it turned out to be totally mundane.

Example The author provides several words or ideas that are examples of an unfamiliar word. SIGNAL WORDS: for example, for instance, including, like, such as

In science we are studying marine mammals such as whales, dolphins, and porpoises.

General The author provides some nonspecific clues to the meaning of an unfamiliar word, often spread over several sentences.

Einstein rode his bike everywhere. He thought driving a car was way too complicated.

Unhelpful Context Clues Type Descrip>on Example Sentence

Misdirec>ve These clues seem to direct the reader to an incorrect meaning for the word.

“She looks so happy and beau>ful in her party dress,” said Jim maliciously.

Nondirec>ve These clues seem to be of no assistance in direc>ng the reader toward any par>cular meaning for the word; the unfamiliar word could have a number of inferable meanings.

When I answered the phone, I heard my sister’s agitated voice.

Context Clues

When you come across an unfamiliar word in your reading: v Look for words or phrases that may be clues, or hints,

to the word’s meaning. v First, look for clues in the sentence that contains the

word. Then, if you need to, look for clues in the sentences that come before or after.

v Using the context clues, try to determine the meaning of the unfamiliar word.

v Try out meaning in the original sentence, to check whether or not it makes sense.

Dic>onary/Glossary Use

"  L.2.4e - Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.

"  L.3.4d - Use…the precise meaning of key words and phrase.

Inten>onal Teaching


Cognate Awareness

English Language Learners can improve their grasp of English vocabulary as well as their reading comprehension by using cognates to decode the root of an unfamiliar English word. Source: “Word Detec>ves,” The Reading Teacher, April 2012

Cognate Instruction

v Identify cognates in Read Alouds v Use Venn diagrams v Provide a list of cognates





Words in Text







. “Teachers should encourage

children to become WORD COLLECTORS, people who

no>ce new words and scoop them up for their personal collec>ons when they hear,

see, or read them.”

~ Na>onal Center on Educa>on and the Economy, 2001

Word Consciousness

Get students interested in words: v Use interesting words v Word relationships v Word play v Word histories and origins

Collect Words

Books to Encourage Word Play

v More Parts and Even More Parts v Donovan’s Word Jar v Frindle v Fancy Nancy v A Kick in the Head v Max’s Words v Amelia Bedelia

Etymology

The study of word origins

http://www.scholastic.com/teachers/top-teaching/2012/10/exploring-etymologies-stories-our-words

Impact on Comprehension and Writing

v Knowing both definitional and contextual information about words

v Multiple exposures to target words v Deeper processing of words v Active engagement with words

Mee>ng Standards

TESS Domains "   TESS Domain 1a, 1c, and 1e "   TESS Domain 3a and 3c

CCSS "   Appendix A, pages 32-‐35 "   RF.K.4a and b, RF.1.3f, RF.2.3d "   L.K.4, L.1.4, L.2.4 "   L.K.5, L.1.5, L.2.5 "   L.K.6, L.1.6, L.2.6

Reflec>on: Paired Verbal Fluency

Pair Up. Designate Person A and Person B. Round 1: A speaks and B listens for 20 seconds. Pause, then switch. B speaks and A listens for 20 seconds. Round 2: A adds to the topic, B listens for 30 seconds. Pause then switch. B adds to the topic and A listens for 30 seconds. Round 3: A summarizes or adds and B listens for 45 seconds. Pause then switch. B summarizes or adds and A listens for 45 seconds.

Previewing the Text

"  What words/phrases do students need to know to understand the text?

"  What domain-specific words are critical to comprehension?

"  What general-academic words are critical to comprehension?

"  Which words/phrases can students figure out on their own? Which words/phrases do not have contextual clues?

Angie Bandy

Literacy Specialist Crowley’s Ridge Educational Cooperative

[email protected]

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