Learning Words Inside and Out: Vocabulary Instruction Grades 1-6

Frey, N., & Fisher, D. (2009). Learning words inside and out: Vocabulary instruction that boosts achievement in all subject areas. Portsmouth, NH: Heinemann.

Podcasts, Videos, and study guide availableat http://books.heinemann.com/learningwords/

Today’s Purposes

• Discuss the impact of vocabulary on language acquisition and subject area learning

• Examine barriers to vocabulary acquisition and instruction

• Use a self-assessment rubric on vocabulary development at your school

How Often Has This Occurred?

In a 2nd grade Social Studies class studying maps, a student is asked to use the word legend in a sentence:

Native Americans had a legend about coyotes.

Background

knowledge?

Understanding of

how to use

resources?

What led the student to this incorrect response?

The students are told to write vocabulary words in the form of a sentence:

Wash is a word.Green is a word.Would is a word.Work is a word.

Lack of

feedback?

Inappropriate

instructional

routine?

What led the student to this incorrect response?

Vocabulary’s Impact on Learning

Significant predictor of reading comprehension (Baker, Simmons, & Kame’enui, 1998)

Vocabulary’s Impact on Learning

Vocabulary size in kindergarten serves as a strong predictor of reading comprehension level in later grades (Scarborough, 2001)

Vocabulary’s Impact on Learning

Context-embedded vocabulary instruction promotes language acquisition for second language learners (Tong, Irby, Rafael, & Mathes, 2008)

Role in text complexityPredictive of student difficultyTier 2 words often overlooked in favor of Tier 3Difference between “words worth knowing” and those that are “essential to understanding” Difference between knowing the definition and knowing the meaning

Children Build Schema Long Before They Begin Reading

AttributesTypes

Behavior

DOG

How Do Young Children Build Schema?

• Authentic experiences

• Close observation• Dialogue with

others

These are the same conditions that contribute to vocabulary development

An Intentional Vocabulary Initiative

• Make it intentional through word selection and intentional instruction.

• Make it transparent through teacher modeling of word-solving and word learning.

• Make it useable with collaborative learning.• Make it personal by fostering student

ownership.• Make it a priority with schoolwide practices. Frey, N., & Fisher, D. (2009). Learning words inside and out: Vocabulary instruction that boosts achievement in

all subject areas. Portsmouth, NH: Heinemann.

Assessing Our Needs

Step 1: Make it Intentional with Careful Word Selection

Our Purpose

How does your school select vocabulary for instruction?

Influence of Background Knowledge

Gibbons, G. (1996). Recycle! A handbook for kids.New York; Little, Brown.

Possible Vocabulary to Teach

• More and more garbage! Every day people throw more trash away. As the world population increases, more people throw trash away. Garbage trucks come to pick it up, but where does all this trash go?

• Blue = General vocabularyGibbons, G. (1996). Recycle! A handbook for kids.New York; Little, Brown.

Possible Vocabulary to Teach

• More and more garbage! Every day people throw more trash away. As the world population increases, more people throw trash away. Garbage trucks come to pick it up, but where does all this trash go?

• Blue = General vocabulary • Green = Specialized vocabularyGibbons, G. (1996). Recycle! A handbook for kids.New York; Little, Brown.

Possible Vocabulary to Teach

More and more garbage! Every day people throw more trash away. As the world population increases, more people throw trash away. Garbage trucks come to pick it up, but where does all this trash go?

• Blue = General vocabulary • Green = Specialized vocabulary • Red = Technical vocabularyGibbons, G. (1996). Recycle! A handbook for kids.New York; Little, Brown.

The Problem: Too Many

Words!

Must be narrowed, but how?

Questions for Selecting Vocabulary

1. Representative

2. Repeatability

3. Transportable

4. Contextual Analysis

5. Structural Analysis

6. Cognitive Load

• Is it critical to understanding?• Will it be used again?• Is it needed for discussions or

writing?• Can they use context to figure it

out?• Can they use structure?• Have I exceeded the number they

can learn?

Frey, N., & Fisher, D. (2009). Learning words inside and out: Grades 1-6. Portsmouth, NH: Heinemann.

Dolch Sight Words

Foundational Words

Foundational wordsAnalyze the Standards

Content-specific terms

Foundational wordsContent-specific words

Word derivations

Word PartLists

Step 2: Make it Transparent with

Modeling

Check Your Rubric

How do you model your vocabulary thinking?

The Power of ModelingThe Power of Modeling

Mirror neuron systemsMirror neuron systems

Look Inside the Word: Morphology• Affixes• Root words• Derivations• Cognates for English

learners

Look Outside the Word: Context• Definition/Explanation• Restatement/Synonym• Contrast/Antonym• Inference/General

Context• Punctuation

Look Outside the Word: Resources

• Peer resources from productive group work

• Dictionaries• Bookmark Internet

resources • Model how you use

these (Phone a Friend, dictionary use on doc camera)

Step 3: Make it

Useable by Collaborati

ng with Peers

Check Your Rubric

How do you foster peer collaboration to allow learners to consolidate vocabulary

knowledge?

Learners need to use vocabulary in meaningful exchanges with others.

Oral Language

and Vocabulary

What better way than with word games?

Ways to Stay Healthy

Types of Dark Green Members of Vegetables the Meat and

Beans Group

Food Groups Types of Whole Grains Things to Avoid

Nutrition

Clues Developed by Student Partners

Concept Circle for a Dog

Four equal sides

Four equal diameters

Concept Circle for a Square: Which Attribute Doesn’t Belong?

Four equal angles

Two lines parallel

Shades of Meaning

freezing

cold

warm

hot

Graham’s Second Grade

ScienceVocabulary

Step 4: Make it Personal

with Individual Activities

Check Your Rubric

How do you use independent learningof vocabulary to promote spiral review and metacognition?

Generative Sentences

The teacher states a condition for a sentence, and students compose.

Writing Frames

Students integrate academic language with vocabulary knowledge about animal habitats:

I knew that ______ live in _____. I learned some new facts about _____. I learned that _____ live in ____. I also learned that _____ do not like to live _____. Another fact I learned was ____. The best thing I learned was _____.

Alphabet Vocabulary ChartA-B

Bald EagleBell

C-D E-F

FlagG-H

I-J K-L M-N

Mount Rushmore

O-P

Q-R S-T U-V-W X-Y-Z

A-B

Bald EagleBell

America the Beautiful

C-D

DollarCapitol building

Declaration of

Independence

E-F

FlagG-H

I-J

Jefferson Monument

K-L

Lincoln Memorial

Liberty Bell

M-N

Mount RushmoreNational Anthem

O-P

Pledge of Allegiance

Q-R S-T U-V-W

White HouseWashington Monument

X-Y-Z

Students assess themselves to see their own progress.

Step 5: Make it a Priority

by Creating a Schoolwide Focus

Check Your Rubric

How could you use a schoolwide approach for promoting vocabulary learning?

Use English, Science, and Social Studies content to make the most of vocabulary instruction.

Use gateway affixes to increase access to unfamiliar vocabulary

Cunningham, 2002

Re-, dis-, un-, in-/im- account for 50% of all the prefixed words readers will ever see

-s, -es, -ed, and -ing account for 65% of all suffixed words

Words of the Week

• Five words a week (Port: to, out )– airport, transport, portable, port, report

• Grouped by affix or derivation• Grade levels propose words• Goal is to build vocabulary and teach

patterns for unfamiliar words• Consider creating separate K-2 and 3-6

lists.• Primary lists can draw from Dolch and

Ogden Basic English word lists

Ideas for Extending WOW Efforts

• Post the words on classroom word walls

• Extra credit for using WOW words in writing

• Post words each week on school website and in newsletter

• Use words in games (Bingo, Password, Concentration)

Incidental Learning Through Wide Reading

• Cumulative effect of reading: 60 minutes per day x 5 days a week= 2,250,000 words per year

• 2,250 words learned per year this way (Mason, Stahl, Au, & Herman, 2003)

A bargain, considering that only 300-500 words can be directly taught

each year

Revisiting the Rubric

Intentional Word Selection

Intentional Word Selection Transparent Modeling

Intentional Word Selection Transparent Modeling

Useable through Peer Collaboration

Intentional Word Selection Transparent Modeling

Personalized Individual ActivitiesUseable through Peer Collaboration

Intentional Word Selection Transparent Modeling

Personalized Individual Activities

Priority on

Content

Useable through Peer Collaboration

Intentional Word Selection Transparent Modeling

Personalized Individual Activities

Priority on

Content

Useable through Peer Collaboration

Learning Words Inside and Out

Learning Words Inside and Out: Vocabulary Instruction Grades 1-6

Frey, N., & Fisher, D. (2009). Learning words inside and out: Vocabulary instruction that boosts achievement in all subject areas. Portsmouth, NH: Heinemann.

Podcasts, Videos, and study guide availableAt http://books.heinemann.com/learningwords/