1 Dynamic Vocabulary Instruction. 2 Anita L. Archer, PHD Author, Consultant, Teacher...

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Dynamic Vocabulary Instruction

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Anita L. Archer, PHDAuthor, Consultant, Teacher

[email protected]

The content of this presentation is expanded in Chapter 3 of the following book:Archer, A., & Hughes, C. (2011). Explicit Instruction: Effective and Efficient

Teaching. NY: Guilford Publications.

Videos that support this training can be found on: www.explicitinstruction.org

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Importance of Vocabulary Instruction Receptive Language

Reading Comprehension (Beck, Perfetti, McKeown, 1982; Beck & McKeown, 2007; Chall, Jacobs, & Baldwin, 1990; Cunningham, 1992; Scarborough, 1998, Stahl & Fairbanks, 1987)

Listening Comprehension

Expressive Language Writing Speaking

Overall Reading Achievement (Stanovich, et al., 1993)

Overall School Success (Becker, 1977; Anderson & Nagy, 199l)

Hallmark of an Educated Individual (Beck, McKeown, Kucan, 2002)

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Importance of Vocabulary Instruction Vocabulary Gap

Children enter school with different levels of vocabulary. (Hart & Risley, 1995, 2003)

Cumulative Vocabulary (Age 4) Children from professional families 1100 words Children from working class families 700 words Children from welfare families 500 words

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Importance of Vocabulary Instruction Vocabulary Gap

Meaningful Differences in Cumulative Experiences (Hart & Risley, 1995)

Words heard per hour

Words heard in a 100-hour week

Words heard in a 5,200 hour year

3 years

Welfare 620 62,000 3 million 10 million

Working Class 1,250 125,000 6 million 20 million

Professional 2,150 215,000 11 million 30 million

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Importance of Vocabulary Instruction

Vocabulary Gap

By first grade, higher SES groups are likely to know about twice as many words as lower SES children. (Graves, 2006)

Linguistically “poor” first graders knew 5,000 words; linguistically “rich” first graders knew 20,000 words. (Moats, 2001)

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Vocabulary Gap

Children who enter school with limited vocabulary knowledge grow more discrepant over time from their peers who have rich vocabulary knowledge. (Baker, Simmons, & Kame’enui, 1997)

The number of words students learn varies greatly. 2 versus 8 words per day 750 versus 3000 words per year

By the end of second grade, 4,000 word difference in root vocabulary of children in highest vocabulary quartile & lowest quartile. (Biemiller, 2004)

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Vocabulary Gap

Gap in word knowledge persists though the elementary years. (White, Graves, & Slater, 1990)

The vocabulary gap between struggling readers and proficient readers grows each year. (Stanovich, 1986)

After the primary grades, the “achievement gap” between socioeconomic groups is a language gap. (Hirsh, 2002)

For English Language Learners, the “achievement gap” is primarily a vocabulary gap. (Carlo, et al., 2004)

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Components of a Vocabulary Program

High-quality Classroom language (Dickinson,

Cote, & Smith, 1993)

Shared Reading (Read-Alouds) (Elley, 1989;Duke, 2014; Neuman &Wright, 2014; Senechal, 1997)

Explicit Vocabulary Instruction (Baker,

Kame’enui, & Simmons, 1998; Baumann, Kame’enui, & Ash, 2003; Beck & McKeown, 1991; Beck, McKeown, & Kucan, 2002; Biemiller, 2004; Marzano, 2004;Pang & Jenkins, 1978; Paribakht & Wesche, 1997; Stahl, 1983)

Word-Learning Strategies (Buikima & Graves, 1993;

Edwards, Font, Baumann, & Boland, 2004; Graves, 2004; White, Sowell, & Yanagihara, 1989)

Wide Independent Reading (Anderson & Nagy, 1992;

Cunningham & Stanovich, 1998; Herman, Anderson, Pearson, & Nagy, 1981; Herman & Anderson, 1995; Nagy, Anderson, & Herman, 1987; Sternberg, 1987)

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Explicit Vocabulary Instruction

“direct vocabulary instruction has an impressive track record of improving students’ background knowledge and comprehension of academic content” Marzano, 2001, p. 69

.97 effect size for direct teaching of vocabulary related to content Stahl & Fairbanks, 1986

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Explicit Vocabulary Instruction

Sources of words for vocabulary instruction WORDS from core reading programs WORDS from reading intervention programs WORDS from content area instruction

Language Arts Math Science Social studies Health Consumer Science Art, PE, music, etc.

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Selection of Vocabulary

Limit number of words given in-depth instruction to 4 to 5 words. (Robb, 2003)

Select words that are unknown.

Select words that are critical to passage understanding.

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Selection of Vocabulary Select words that students are likely to use in the future.

(Stahl, 1986)

General academic vocabulary – Words used in many domains. (suitcase words) Examples: contrast, analyze, observe, evidence, theory

Application of general academic vocabulary differs across domains (Hyland & Tse, 2007; Fisher & Blachowicz, 2013)

Math – Analyze givens, constraints, and relationships in problem

Science – Analyze and interpret dataEnglish – Analyze how author develops character

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Selection of Vocabulary Domain-specific vocabulary that provides background

knowledge Examples: tariff, acute angle, foreshadowing

When possible, teach clusters of words that are meaningfully related. Math: angles, acute, right, obtuse, straight, reflexScience: cell, nucleus, mitochondrion, vacuole, cell membrane, cell wall, chromosomeSocial Studies: colony, ethnic group, migration, society,

settlement, settler

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Selection of Vocabulary

Select difficult words that need interpretation. Words not defined within the text Words with abstract referent Words with an unknown concept

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Selection of Vocabulary - Summary

Select a limited number of words. Select words that are unknown. Select words critical to passage understanding. Select words that can be used in the future. Select difficult words that need interpretation.

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Selection - VocabularySecond Graders Fifth Graders

Enemy Pie by Derek Munson The Family Under the Bridge by Natalie Savage Carlson (for Chapter 1)

perfect monsieur

trampoline cathedral

enemy cowered

recipe hidey-hole

disgusting hyacinths

earthworms fragile

ingredients oleanders

horrible gratitude

nervous fastidious

invited loitering

relieved roguish

adventure

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Selection - VocabularyReading Level: Eighth Grade Passage: Breaker’s BridgeSeries: Prentice Hall Words: *Selected for instruction in manual.

obstacle* district amplify

writhing* gorge imperial

piers* miniature emerged

executioner* defeated insult

immortals* desperation deposited

emperor supervising deadline

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Selection - Vocabulary

Text: American Journey Chapter 11, Section 1

Publisher: Glencoe Jacksonian Democracy

favorite son majority plurality mudslinging

landslide nominating convention

tariff suffrage

nullify secede

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Selection - Vocabulary

Text: My World Chapter 4, Section 3

Publisher: Pearson Central America and the

Caribbean Today* carnival * Santeria * diaspora *microcredit

* ecotourism indigenous democracy parliamentary

system

dictatorship free-trade

agreements

Additional Hints Teach the easiest member of the word family

and transfer the meaning to the word in the text.

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Word in Text Teach this Word

piteously pity

desperation desperate

employability

commonality

abstractedness

Additional Hints If the students already have a word relative in

their vocabulary, relate the new word to the known word.

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Word Relative Known

Relate known to new word found in text

execute executioner

mini miniature

amplifiers amplify

Organize words for Instruction Order words in list to stress

relationships between words.

Group words into semantic clusters to create a scheme. (Marzano & Marzano, 1988; Wixson, 1986)

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Group Words

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Rocks Rocks

Igneous Rocks Igneous Rocks

Sedimentary Rocks

Sedimentary Rocks

Metamorphic Rocks

Metamorphic Rocks

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Rocks Rocks

Igneous Rocks Igneous Rocks

Sedimentary Rocks

Sedimentary Rocks

Metamorphic Rocks

Metamorphic Rocks

• rocks • formed when

melted rock material cools and hardens

• rocks • formed when

melted rock material cools and hardens

• rocks• made of bits of

matter joined together

• rocks• made of bits of

matter joined together

• rocks• formed under

heat and pressure

• from another kind of rock

• rocks• formed under

heat and pressure

• from another kind of rock

• a naturally formed solid • in the crust• made of up of one or

more kinds of minerals

• a naturally formed solid • in the crust• made of up of one or

more kinds of minerals

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Student-friendly Explanations Dictionary Definition

compulsory - (1) Employing compulsion; coercive. (2) Required by law or other rule.

Student-Friendly Explanation Uses known words. Is easy to understand.

When something is compulsory, it is required and you must do it.

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On-line Dictionaries withStudent-friendly ExplanationsCollins Cobuild Dictionary of American Englishhttp://www.collinslanguage.com/free-online-cobuild-ESL-dictionarydictionary.reverso.net/english/cobuild

Longman’shttp://www.ldoceonline.com(Longman’s Dictionary of Contemporary English Online)

Heinle’s http://www.nhd.heinle17e.com/home.aspx(Heinle’s Newbury Dictionary for American English)

Merriam Webster’shttp://www.learnersdictionary.com

(Pronunciation assistance: www.howjsay.com

Vocabulary – Instructional Routine

1. Introduce the pronunciation of the word.

2. Introduce the meaning of the word.

3. Illustrate the word with examples.

4. Check students’ understanding.

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Video #1 Record best practices.

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Instructional RoutineStep 1. Introduce the word.

a) Show the word on the screen.b) Read the word and have the students repeat the word.

If the word is difficult to pronounce or unfamiliar have the students repeat the word a number of times or say the parts of the word as they tap.

Introduce the word with me.

This word is compulsory. What word?compulsory Tap and say the parts in compulsory. com pul sor y Compulsory is an adjective.

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Instructional Routine (continued)

Step 2. Introduce meaning of word. Option # 1. Present a student-friendly explanation.

a) Tell students the explanation. ORb) Have them read the explanation with you.

Present the definition with me.

When something is compulsory, it is required and you must do it. So, if it is required and you must do it, it is____________.

compulsory

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Step 2. Introduce meaning of word. Option # 2. Have students locate the definition in the glossary or

text.a) Students locate the word in the glossary or text.b) Students break the definition into the critical attributes (parts). ORc) The teacher presents the attributes of the word’s definition.

Glossary Entry: An essay is a short nonfiction work about a particular subject. Most essays have a single major focus and a clear introduction, body, and conclusion.

Essayo Shorto Nonfiction worko Particular subjecto Clear introduction, body, and conclusion

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Step 2. Introduce meaning of word.

Option # 2. Introduce the word using the morphographs in the word.

autobiography auto = selfbio = lifegraph = letters, words, or pictures

If the students are Spanish speakers, guide students to utilize cognates.

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Step 3. Illustrate the word with examples. a) Concrete examples

a) Concrete objectb) Action – Acting out words after they are explicitly defined enhances word

learning. (Silverman, 2007).

b) Visual examplesc) Verbal examples

(Also discuss when the term might be used and who might use the term.)

Present these examples with me.

Coming to school as 8th graders is compulsory.

Stopping at a stop sign when driving is compulsory.

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Step 4. Check students’ understanding. Option #1. Ask deep processing questions.

Check students’ understanding with me.

Why do you think something becomes compulsory?

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Step 4. Check students’ understanding.Option #2. Have students discern betweenexamples and non-examples.


Is going to school in 9th grade compulsory? Yes

How do you know it is compulsory? It is required.

Is going to college when you are 25 compulsory? no

Why is it not compulsory? It is not required. You get to choose

to go to college.

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Step 4. Check students’ understanding.Option #3. Have students generate their ownexamples.


There are many things at this school that arecompulsory? Think of as many things as you can.

Talk with your partner. See how many thingsyou can think of that are compulsory.

Vocabulary Instructional RoutineStep 1: Introduce the pronunciation of word.

Step 2: Introduce the word’s meaning.

Step 3: Illustrate the word with examples. (and non-examples when helpful)

Step 4: Check students’ understanding.

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Practice 1 Displayed on screen.

classify v

1. Introduce the word.

This word is classify. What word?

classify

Tap and say the syllables. class i fy

Again. class i fy

What word? classify

Classify is a verb, an action word.

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Practice 1 • Displayed on screen.

• classify v

2. Introduce the word’s meaning.• Present a student-friendly explanation.

To classify things means to divide them into groups or types so that things with similar characteristics are in the same group.

When you divide things into groups or types, you _______________. classify

Items in the group have similar characteristics.

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• classify v

• synonyms• categorize• group• sort • order

2. Introduce the word’s meaning.

• Echo read the synonyms for classify.

• categorize categorize • group group • sort sort• order order

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• You could classify vehicles into these three groups: vehicles that travel by land, vehicles that travel by air, vehicles that travel by sea.

Ones, tell your partner a vehicle in each group. (Pause) Twos, tell your partner a vehicle in each group.

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We can classify rocks as igneous rock, sedimentary rock, and metamorphic rock. (Point to each type of rock.)

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Practice 1 Step 4: Check students’ understanding.

We can classify animals with backbones (vertebrates) into groups. For example, one group with backbones would be birds.

With your partner, list other groups with backbones that could be used to classify animals. (Circulate and monitor. Record and share the students’ ideas.)

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Practice 1 Word Family

• classify• classifying• classified• classification

• In science, we classify things into groups based on similar characteristics. When classifying vertebrates, similar body traits are used. Vertebrates can be classified into these groups: mammals, birds, reptiles, amphibians, and fish. Classification is an important part of science studies.

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Practice 1 (Displayed on screen.) (Teacher instruction.)

• classify• classifying• classified• classification

• In science, we classify things into groups based on similar characteristics. When classifying vertebrates, similar body traits are used. Vertebrates can be classified into these groups: mammals, birds, reptiles, amphibians, and fish. Classification is an important part of science studies.

• These words are in the “classify” word family. Echo read the words.

• classify classify• classifying classifying• classified classified• classification classification

• I will read this paragraph. When I stop, say the next word.

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• abundant adj

1. Introduce the word.This word is abundant. What

word? abundantTap and say the syllables. a bun

dantAgain. a bun dantWhat word? abundant

Abundant is an adjective. Abundant describes a noun.

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Practice 2• Displayed on screen.

• abundant 2. Introduce the word’s meaning.• Present a student-friendly

explanation.• When there is plenty of something,

there is an abundant amount. So, if you have plenty of something, you have an amount that is ________. abundant

• When you have a lot of something, there is an abundant amount. So, if you have a lot of something, you have an amount that is ___. abundant

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• abundant• synonyms • a lot• plentiful• bountiful

• antonyms• not enough• scarce

2. Introduce the word’s meaning.• Echo read the synonyms for

abundant.• a lot a lot• plentiful plentiful• bountiful bountiful

• Echo read the antonyms for abundant.

• not enough not enough• scarce scarce

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Practice 2

3. Illustrate the word with examples.

This store has an abundant supply of canned food.

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3. Illustrate with examples.

abundant pencils not abundant

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3. Illustrate with examples.

abundant hats not abundant

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Practice 2• 4. Check Students’ understanding. (examples and non-examples)

• Get ready to tell me if this would be abundant . Say abundant or not.

• If you had 2 pencils for the school year? Not• If you had 40 pencils for the school year? Abundant• If your class had 800 books? Abundant • If the class had 8 books? Not• If the family had enough food for one day? Not• If the family had enough food for 3 months? Abundant

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Practice 2 Check students’ understanding.

We would all like an abundant supply of some things. Make a list of things that you want in abundance. (Circulate and monitor. Record and share students’ ideas.)

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Practice 3

(Displayed on the screen.)

fossil n•any remains or imprint •of living things•of the past


• This word is fossil. What word? fossil

• Fossil is a noun, a thing.

• Write the word fossil in you science journal. (Circulate and monitor.)

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Practice 3


fossil n•any remains or imprint •of living things•of the past

2. Introduce the word’s meaning .

• Let’s read the parts of the definition.

- any remains or imprint - of living things - of the past

• When we have the remains of an ancient living thing, we have a ________. fossil

• List the parts of the definition in your science journal. (Circulate and Monitor)

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Practice 33. Illustrate with examples and non-examples.

This is a fossil. The image of an ancient fish is imprinted on this material.

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Practice 3. Illustrate with examples and non-examples

This is not a fossil. This fish is living, not dead. There are no remains of a fish from the past.

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This is a fossil. The remains (skeleton) of this ancient dinosaur is a fossil.

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This shell is a fossil. The image of a shell from the past is imprinted in this material. This shell was once part of a living animal.

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This ancient sword is NOT a fossil. The sword is not a living thing.

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Practice 3


Agree/Disagree/Why This leaf is a fossil.

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Practice 3


Agree/Disagree/Why This leaf is a fossil.

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Practice 3


Agree/Disagree/Why

This is a fossil.

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Practice 3


Draw a picture of a fossil in your science journal.

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Practice 4


parallel adj

•two lines • equal distance from each other•will not intersect


• This word is parallel. What word? parallelTap and say the syllables in parallel.

• Again. • What word? parallel • Write the word parallel in your log.

(Circulate and monitor.)

•

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Practice 4


parallel adj

•two lines • equal distant from

each other•will not intersect

2. Introduce the word’s meaning .• Let’s read the parts of the definition. - two lines - equal distance from each other- will not intersect • When we have two lines that are equal

distant from each other and will never intersect, we say the lines are _________. parallel

• List the parts of the definition in your math log.

•

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Practice 4

3. Illustrate with examples and non-examples.

These two lines are parallel. They are equal distant from each other and will never intersect.

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Practice 4)

3. Illustrate with examples and non-examples.

These two lines are not parallel. They are not equal distant from each other and intersect.

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These two lines are not parallel. They are not equal distant from each other and will intersect.

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Hold your arms straight up so that your arms are parallel.

Now hold your arms in front of you so that your arms are parallel.

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Hold your arms above your head. Make them not parallel.

Now hold your arms in front of you so that your arms are not parallel.

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Practice 44. Check students’ understanding using examples and non-examples.

Agree/Disagree/Why

These lines are parallel.

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Practice 44. Check students’ understanding using examples and non-examples.

Agree/Disagree/Why

These lines are parallel.

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Practice 4

4. Check students’ understanding.Have students generate examples and non-examples.

Make a T chart. Label the columns parallel and not parallel. Add examples and non-examples of parallel and not parallel. (Model by drawing a t-chart and adding labels.)

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Example T Chart Parallel Not Parallel

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Vocabulary Instruction -Extensions

1. Introduce the part of speech.

2. Introduce synonyms (same), antonyms (opposite), homographs (same spelling - different meaning).

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Vocabulary Instruction -Extensions

3. Tell students when and where the word is often used.

4. When appropriate, introduce the etymology (history and/or origin) of the word.

5. Introduce other words in the same word family (derivatives).

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Vocabulary InstructionRemember: After a word has been taught,introduce students to the relatives.

conform advocateconforms advocatesconformed advocatingconforming advocacyconformityconformistnon-conformistnon-conformingnon-conformity

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Vocabulary Logs Have students maintain a log of vocabulary to

facilitate study and review. What can be recorded on a vocabulary log?

Word Student-friendly explanation Any of these options

A sentence to illustrate the word’s meaning Examples and non-examples An illustration

In lower grades, create a group log on a flip chart.

Vocabulary Logs

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Vocabulary Logs

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Vocabulary Logs

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Word Walls Create a word wall in your classroom

Post a reminder of the context. Copy of the cover of the read-aloud book Copy of the first page in the story The topic in science or social studies

Post the vocabulary words. Incorporate the words into your classroom

language. Encourage students to us the words when

speaking and writing.

Practice

BIG IDEA: Frequency of exposures to the word and its meaning strongly predicts word learning. (Harris, Golinkoff, Hirsh-Pasek, 2011)

Three types of practice.

1. Initial practice

2. Distributed practice

3. Cumulative review

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Practice Activities Practice activities should:

Be engaging. Provide multiple exposures to the words.

(Stahl, 1986)

Encourage deep processing of the word’s meaning. (Beck, Mc Keown, & Kucan, 2002)

When possible, connect the word’s meaning to prior knowledge.

Practice Activities

1.Answer questions

2.Categorize or sort words

3.Practice involving writing

4.Complete Word Map (Graphic)

5.Games

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Example Practice Activity - Word Association Ask questions

Present a number of words.1. representative 2. socialism 3. reform 4. revolution 5. tributary

Play… I am thinking of a word……

“I am thinking of a word that goes with river.”

“I am thinking of a word that refers to a person that takes ideas to the government.”

“I am thinking of a word that means a change.”

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Example Practice Activity-Word Association – Challenging Ask Questions

Present a number of words.1. concentrate 2. relieved 3. enemy 4. impressed 5. absurd 6.educated

Play… Select a word. Defend your choice.

“What word goes best with the word humor. Tell your partner and defend your choice.”

“What word goes best with a game. Tell your partner and defend your choice.”

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Example Practice Activity -Yes/No/Why Ask questions

1. Do territories that are possessions have autonomy?

2. Can incidents cause compassion?

3. Do people always comply with their obligations?

(Beck, Perfetti, & McKeown, 1982; Curtis & Longo, 1997) Items taken from REWARDS PLUS, Sopris West.

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Example Practice Activity -

Completion Activity Ask Questions

1. confine: to hold or keep in; to limit; imprison; restrict

Things that can be confined are ______________________________________________________________.

2. persistent: refusing to give up; determined

I was very persistent when ____________.3. dispersal: send off in different directions

At school dispersal might involve_______.4. globalization: condition when something spreads across the world

Today, globalization involves thedispersal of ________________________.

(Curtis & Longo, 1997)

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Example Practice Activity - Odd Word Out (Rasinski, Padak, Nelson, Nelson, 2007 Word Sorting

Read the four words. With your partner determine which word doesn’t fit with the

other words. Generate all possible ways to eliminate a word.

humiliate emancipate

abuse cruelty

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Example Practice Activity -

Word Pairs (Stahl & Kapinus, 200l) Sort Words

Word Pair Same Opposite Go Together

No Relationship

nomad -wanderer

nomad- settler

desert-city

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Example Practice Activity - Word Sorts (Gillett & Temple, 1983)

Word Bank

Senators House Laws

Justices Senate Constitution

Vice president Congress Unconstitutional

President Supreme Court Declare war

Representatives Agriculture Department Amend Constitution

Cabinet Defense Department Collect Taxes

Departments District Courts Veto Bills

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Example Practice Activity - Word Sorts (Gillett & Temple, 1983)

Legislative Branch Executive Branch Judicial Branch

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Example Practice Activity -Semantic Mapping - Structured(Heimlich & Pittelman) Word Sorting

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Example Practice Activity -Semantic Mapping (Heimlich & Pittelman) Word Sorting

Directions:1. Have students brainstorm words that come to

mind when given a target word.2. Have students brainstorm possible categories

for the words.3. Have students arrange brainstorm words in

categories.

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Example Practice Activity-

Sentence Substitution Writing

1. In mythology, we will study the origin of many common words.

2. The events are in chronological order.

3. The Titans caused a great tumult in the skies.

(Lively, August, Carlo, & Snow, 2003)

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Example Practice Activity- Sentence Substitution Writing

1. When the spelling test was over, Kaiya was relieved.

2. After reading the children’s stories, the teacher said that she was very impressed.

3. Marcus couldn’t concentrate on his math assignment.

(Lively, August, Carlo, & Snow, 2003)

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Example Practice Activity-“Meaningful Sentence” Writing (adapted from Success for All)

Students write a sentence answering three to four of these questions:

who, what, when, where, why, how Not OK

It was meager. OK

At the end of the month, our dinners were meager because we had little money.

Word Map Example

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Word Map Example

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Word Map Example

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Practice Activities - GamesCard games

Students make decks of cards with vocabulary term and synonym or definition.

Play using format of popular games. Go Fish Concentration Old Maid

Other games can be used to review vocabulary Jeopardy Charades Pictionary

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Word-Learning Strategies Use of context clues. Use of meaning parts of the word.

Prefixes Suffixes Roots Base words

Use of dictionary, glossary, or other resource.

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Word-Learning Strategies-Use of context clues

Teach students to use context clues to determine the meaning of unknown vocabulary. (Baumann, Edwards, Boland, Olejnik, & Glopper, 1998; Gipe & Arnold, 1979; Kame’enui, 2003; )

If a student reads 100 unfamiliar words in print, he/she will only learn between 5 to 15 words. Thus, we can not depend on learning words from context as the sole method for vocabulary attainment. (Nagy, Hermann, & Anderson, 1985; Swanborn & de Glopper, 1999)

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Word Learning Strategies-Use of context clues

Context Clues1.Read the sentence in which the unknown word occurs for clues as to the word’s meaning.2.Read the surrounding sentences for clues as to the word’s meaning.3.Look at the parts of the word (prefixes, roots, suffixes) . 4.Ask yourself, “What might the word mean?”5.Try the possible meaning in the sentence.6.Ask yourself, “Does it make sense?”

Word Learning Strategies-Use of context clues

Look. Before, at, and after the word.

Reason. Connect what you know with

what the author has written.

Predict a possible meaning.

Resolve or redo.

Decide if you know enough, should try again, or consult an expert or reference.

(Blachowicz & Fisher, 2010)

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Word Learning Strategies -Prefixes

Elements attached to beginning of English words that alter meaning.

Prefixes are useful because they are used in many words, consistently spelled, easy to identify, clear in meaning. (Graves, 2004)

Teach very common prefixes. Un, re, in, and dis found in 58% of prefixed words.

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The Most Common Prefixes in English

Prefix Meaning % of prefixed words Examples

un not; opposite 26% uncover, unlock, unsafe

re again; back 14% rewrite, reread, return

in/im/ir/il not; into 11% incorrect, insert, inexpensive, illegal, irregular, inability

dis away, apart, negative 7% discover, discontent, distrust

en/em cause to 4% enjoy, endure, enlighten, entail

mis wrong; bad 3% mistake, misread, misspell, misbehave

pre before 3% prevent, pretest, preplan

pro in favor of 1% protect, profess, provide, process

a not; in, on, without 1% atypical, anemia, anonymous, apolitical, apathy

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Word Learning Strategies -Suffixes Elements attached to ending of English words.

Can change the part of the speech or the meaning.

Focus on common derivational suffixes. able, ful, less, ness, or

Introduce the suffix and use to determine the meaning of a number of words (ful -helpful, truthful, mouthful, joyful).

But not always! grateful

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Most Common Suffixes in EnglishSuffix Meaning %of prefixed

wordsExamples

s, esplural

more than one 31% movies, wishes, hats, amendments

ed past tense

in the past 20% walked, jumped, helped

ingpresent tense

In the present 14% walking, jumping, helping

lyadverb

how something is 7% quickly, fearfully, easily, happily, majestically, nonchalantly

er,ornoun

one who, what/that/which 4% teacher, tailor, conductor, boxer, baker, survivor, orator

ion, tion, sionnoun

state, quality; act 4% action, erosion, vision, invitation, conclusion, condemnation

able, ibleadjective

able to be, can be done 2% comfortable, likable, enjoyable, solvable, sensible, incredible

al, ialadjective

related to, like 1% fatal, cordial, structural, territorial, categorical

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Word Learning Strategies Roots (Greek and Latin Roots)

When teaching a word with a Greek or Latin root, use it as an opportunity to introduce the meaning of the root. Introduce the root within the target word and then expand to other words.

Example: hydroelectricity“This word is hydroelectricity.”“The first part of the word is hydro. Hydro is a root that means water.So in this chapter the word hydroelectricity refers to electricityproduced by the movement of water.”“Let’s look at some other words that include hydro.”

dehydration hydraulichydroplane hydroelectrichydrophone hydrophobia

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Common Latin and Greek Rootsaqua water Greek aquarium, aqueduct, aquaculture, aquamarine, aquaplane, aquatic

aud hearing Latin audio, audition, audiovisual, auditorium, audiotape, inaudible

auto self Greek autograph, autobiography, automobile, autocrat, autonomy

astro star Greek astronomy, astrophysics, astrology, astronaut, astronomer, asterisk

biblio book Greek Bible, bibliography, bibliophobia, bibliophile, biblioklept

bio life Greek biography, biology,autobiography, bionic, biotic, antibiotic, biome, bioshere, biometrics

chrono time Greek synchronize, chronology,chronic, chronicle, anachronism

corp body Latin corpse, corporation, corps,incorporate, corporeal, corpulence

demo the people Greek democracy, demography,epidemic, demotic, endemic, pandemic

dic, dict speak, tell Latin dictate, dictation, diction, dictator, verdict, predict, contradict, benediction, jurisdiction, predict, indict, edict

dorm sleep Latin dormant, dormitory, dormer, dormouse, dormition, dormitive

geo earth Greek geology, geologist, geometry, geography, geographer, geopolitical, geothermal, geocentric

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Common Latin and Greek Rootsgraph to write, to draw Greek autograph, biography, photograph, telegraph, lithograph

hydro water Greek hydroplane, dehydrate, hydroelectric, hydrogen, hydrophone

ject throw Latin reject, deject, project, inject, injection, projection

logos, logy study Greek geology, astrology, biology, numerology, zoology, technology, psychology, anthropology, mythology

luna moon Latin lunar, lunacy, lunatic, interlunar

meter measure Greek meter, thermometer, diameter, geometry, optometry, barometer, centimeter, symmetry, voltammeter

mega great, large, big Greek megaphone,megalith, megalomania, megatons, megalopolis

min small, little Latin minimal, minimize, minimum, mini, miniature, minuscule, minute, minority

mit, mis send Latin mission, transmit, transmission, remit, missile,submission, permit, emit, emissary

path feeling, suffering

Greek pathetic, pathology, apathy, antipathy, sympathy, telepathy, empathy, sociopath

ped foot Latin pedestrian, pedal, peddle, peddler, pedicure, pedometer

philia love, friendship Greek philosopher, Philadelphia, philanthropist, philharmonic, Philip

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Common Latin and Greek Roots

phono sound Greek phonograph, microphone, symphony, telephone, phonogram, megaphone, phony, euphony, xylophone, phony,

photo light Greek photograph, photosynthesis, telephoto, photometer, photophilia

port carry Latin port, transport, transportation, portable, portage, report

spect see Latin respect, inspection, inspector, spectator, spectacles,prospect

scope look at Greek microscope, telescope, periscope, kaleidoscope, episcopal

sol sun Latin solar, solar system, solstice, solarium, parasol

struct build, form

Latin instruct, instruction, construction, reconstruction, destruct, destruction, infrastructure, construe, instrument, instrumental

tele distant Greek telephone, television,telegraph, telephoto, telescope, telepathy, telethon, telegenic

terra land Latin territory, terrestrial, terrace, terrarium, extraterrestrial, Mediterranean Sea, terra cotta, subterranean

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Word Learning Strategies-Word Families

A group of words related in meaning. (Nagy & Anderson, 1984)

If you know the meaning of one family member, you can infer the meaning of related words.

enthusiasm collect educateenthusiastic collecting educatedenthusiastically collection education

collector educator

imperial predict communicate evaluateImperialism prediction communicated evaluatingimperialistic predictable communicating evaluation

predictability communicationunpredictableunpredictability

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Word Learning Strategies -Word Families Word Family

educateeducatededucationeducator

Introduce the words in relationship to each other.

“Teachers teach you how to read and write. They educate you. When youlearn to read and write, you are educated. In school, you get an education.A teacher is an educator.”

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Word Learning Strategies -Use of glossary/dictionary

Glossary/Dictionary

1. Locate the unknown word in the glossary or the dictionary.

2. Read each definition and select the best one.

3. Try the possible meaning in the sentence.

4. Ask yourself, “Does it make sense?”

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Conclusion

“Words are all we have.”

Samuel Beckett

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Attributes of Good Vocabulary

Instruction

1. Promote word learning strategies.

2. Select words that enhance academic success.- General Academic Vocabulary - Generalize

across domains (evidence, observe, investigate, classify, compared to, alternatively, in contrast)

- Domain-Specific Vocabulary - Specific to a domain or field of study (suffrage, prokaryote)

3. Order or group words semantically. Teach vocabulary within Knowledge Networks.

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Attributes of Good Vocabulary Instruction

4. Teach words using explicit instruction.

5. Provide student-friendly explanations.

6. Illustrate vocabulary terms with examples and non-examples.

7. Teach parts of words at the “moment of opportunity.”(biology - bio = life; autoimmune - auto =self

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Attributes of Good Vocabulary

Instruction

8. Expand instruction to “word relatives” (category, categories, categorization, categorizer)

9. Have students maintain and use a vocabulary log

10. Maintain a word wall organized by topic

11. Provide distributed practice and judicious cumulative review

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Recommended BooksArcher, A. & Hughes, C. (2011). Explicit instruction: effective and efficient

teaching. New York: Guilford Press.(www.explicitinstruction.org)

Beck, I. L., McKeown, M. G. & Kucan, L. (2002). Bringing words to life: robust vocabulary instruction. New York: The Guilford Press.

Baumann, J. F. & Kame’enui, E.J. (2004). Vocabulary instruction: research to practice. New York: The Guilford Press.

Blachowicz, C., & Fisher, P. J. (2010) Teaching vocabulary in all classrooms. New York: Allyn & Bacon.

Diamond, L. & Gutlohn, L. (2006) Vocabulary handbook. Berkeley, CA: CORE. (www.corelearn.com)

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Recommended Books

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

Graves, M. F. (2006). The vocabulary book: Learning and instruction. New York, New York: Teachers College Press.

Marzano, R.J. (2004). Building background knowledge for academic achievement. Alexandria, VA: ASCD.

Marzano, R.J., & Pickering (2005). Building academic vocabulary: Teacher’s manual. Alexandria, VA: ASCD.

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Recommended Books

Neuman, S.S., & Wright, T. S. (2013) All about words: Increasing vocabulary in the Common Core Classroom, PREK – 2. New York: Teachers College Press.

Stahl, S. A. (1998). Vocabulary development. Cambridge, MA : Brookline.

Stahl, S. A., & Kapinus, B. (2001). Word power: what every educator needs to know about teaching vocabulary. Washington, DC: NEA.

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Dictionaries with Student-Friendly Explanations

Collins Cobuild Dictionaries(www.collinslanguage.com)

Pearson/Longman Education(www.longman.com)(www.ldoceonline.com)

Thompson/Heinle (www.heinle.com)

Another online dictionary(www.learnersdictionary.com)

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Other On-line Resources Etymology Dictionary

Explains what words meant and how they sounded 600-2,000 years ago.

http://www.etymonline.com/

Prefix Suffix English Language Roots Referencehttp://prefixsuffix.com/

Spanish Cognates Dictionary (Spanish words resemble English words)

http://latinamericalinks.com/spanish_cognates.htm

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On-line Resources Thesaurus

Provides easy to access synonyms. http://thesaurus.com/

Visual ThesaurusAn interactive dictionary and thesaurus which creates word maps of related words.

http://nnnc.visualthesaurus.com/

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On-line Resources www.freerice.com

Build vocabulary as you donate rice to the hungry. www.wordsift.com

Paste in text. Identifies academic words in text. www.taggalaxy.com

Provides visual representations of target word.

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Word Lists Academic Vocabulary List 2009 (Updated)

Vocabulary by Grade Level and Content Areas

(State of Tennessee)

http://jc-schools.net/tutorials/vocab/index.html

English Vocabulary Exercises

Contains many organized word lists by category

http://www.englishvocabularyexercises.com/

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On-Line Lessons Exceptional Expressions for Everyday Events

Series of 32 downloadable, flexible vocabulary developmentlessons each focusing on an everyday concept.

http://www.textproject.org/assets/products/e4/download/TextProject-E4-Complete_Edition.pdf

Word Generation

A free research-based vocabulary program for middle school students designed to teach words through language arts, math, science, and social studies classes. It requires only 15 minutes a week from each content area teacher.

http://www.wordgeneration.org/proven.html

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On-Line Games and Activities Florida Center for Reading Research

Vocabulary games and activities for K-5 Grade Levelhttp://www.fcrr.org/FAIR_Search_Tool/FAIR_Search_Tool.aspx

Quizlet Large flash cards and games website

http://quizlet.com/

Word CentralVocabulary games and activities designed for students by Merriam-Webster.

http://wordcentral.com/

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On-Line Games and Activities Vocabulary Games

Offers games that can be adapted to any set of words.http://www.vocabulary.co.il/

Word DynamoChallenging vocabulary practice with variety of word lists http://dynamo.dictionary.com/

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