1 Recommendation 1 Provide Explicit Vocabulary Instruction Level of Evidence: Strong.

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Recommendation 1

Provide Explicit Vocabulary Instruction

Level of Evidence: Strong

Coyne, Kame'enui, & Chard © 2003

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Objectives: What You WillLearn and Do

The objectives of today’s session are to:

1. Understand the importance of vocabulary

in core reading instruction.

2. Identify methods to enhance core reading

instruction

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Research Includes Students From:

• Upper Elementary• Middle/High School• Diverse Geographic

and Socioeconomic

backgrounds

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• Recommendations For Teachers Of: Reading and

language arts classes

Content area classes such as social studies and science

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• All studies show effects on increased vocabulary learning.

• Only mixed results on effect of explicit vocabulary instruction on general measures of comprehension.

• Hypothesis: Whereas limited vocabulary interferes with comprehension, additional literacy skills are needed for successful reading comprehension.

Caveat to Interpreting Research on Caveat to Interpreting Research on Vocabulary InstructionVocabulary Instruction

Vocabulary carries a large share of the meaning in content area texts.

Implication:Implication:

Integrating explicit vocabulary instruction into subject areas enhances

students’ ability to acquire textbook vocabulary.

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Research to Support the RecommendationResearch to Support the Recommendation

Vocabulary carries a large share of the meaning in content area texts.

Vocabulary is importantVocabulary is important

A large vocabulary is essential for academic success– Reading comprehension– Writing– Content area learning

Smaller vocabularies are associated with academic risk – ELLs– Students from low-income families

• The relationship between reading comprehension and vocabulary knowledge is strong and unequivocal (Baumann & Kame’enui, 1991; Stanovich, 1986).

• Even weak readers’ vocabulary knowledge is strongly correlated with the amount of reading they do (Cunningham & Stanovich, 1998).

What the Research Says about Vocabulary Development

Vocabulary

Successful Readers Struggling Readers

Are exposed to a breadth of vocabulary words in conversations and print at home and at school from a very early age.

Have limited exposure to new words.May not enjoy reading and therefore do not select reading as an independent activity.

Understand most words (at least 90 percent) when they are reading and can make sense of unknown words to build their vocabulary knowledge.

Read texts that are too difficult and thus are not able to comprehend what they read or to learn new words from reading.

Learn words incrementally, through multiple exposures to new words.

Lack the variety of experiences and exposures necessary to gain deep understanding of new words.

Have content-specific prior knowledge that assists them in understanding how words are used in a particular context.

Often have limited content-specific prior knowledge that is insufficient to support word learning.

(Boardman et al., 2008)

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Implication: Children won’t automatically learn words by just reading Implication: Children won’t automatically learn words by just reading more.more.

Explicit vocabulary instruction is needed to ensure all students acquire print vocabulary needed

for academic success.

SURPRISE! Reading more is not sufficient. SURPRISE! Reading more is not sufficient.

Research to Support the Recommendation for Research to Support the Recommendation for

Explicit Instruction in VocabularyExplicit Instruction in Vocabulary

A meta-analysis indicates the probability of learning meanings of new words while reading

is relatively low -- about 15%.

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Words are best learned through repeated exposure in multiple contexts and domains.

Research to Support the Recommendation:Research to Support the Recommendation:

Repeated Exposures and Vocabulary RehearsalRepeated Exposures and Vocabulary Rehearsal

Implication:Implication:

Many content area texts contain specialized vocabulary students may not encounter outside their textbooks. Therefore, repeated exposures

in varying contexts must be planned.

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Explicit Vocabulary InstructionExplicit Vocabulary InstructionTwo Major Approaches: 2-pronged approachTwo Major Approaches: 2-pronged approach

Instruction in Strategies to Promote Independent

Vocabulary Acquisition Skills

Direct Instruction in Word Meanings

The two approaches are complementary rather The two approaches are complementary rather than conflicting. than conflicting.

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How to Carry Out the How to Carry Out the RecommendationRecommendation

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1. Dedicate a portion of each regular classroom lesson to explicit vocabulary instruction.

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1. Use repeated exposure to new words in multiple oral and written contexts and allow sufficient practice opportunities.

Conversation (college educated) 17Prime-time television shows 23Preschool books 16Children’s books 31Comic books 54Adult books 53Popular magazines 66Newspapers 68

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1. Give sufficient opportunities to use new vocabulary in a variety of contexts through activities such as discussions, writing and extended reading

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1. Provide students with strategies to make them independent vocabulary learners

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Steps for Carrying Out the Recommendation

1. Dedicate a portion of regular classroom lessons to explicit vocabulary instruction.

2. Use repeated exposures to new words in multiple oral and written contexts and allow sufficient practice.

3. Give sufficient opportunities to use new vocabulary in a variety of contexts through activities such as discussion, writing and extended reading.

4. Provide students with strategies to make them independent vocabulary learners.

20Coyne, Kame'enui, & Chard © 2003

What the Research Says About

Effective vocabulary instruction:

Promotes wide independent reading

“Research has shown that children who read even ten minutes a day outside of school experience substantially higher rates of vocabulary growth between second and fifth grade than children who do little or no reading.”

(Anderson & Nagy, 1992, p. 46)

The best way to foster vocabulary growth is to promote wide reading

Percentile Rank

Minutes Per Day

Words Read Per Year

Books Text Books Text

98 65.0 67.3 4,358,000 4,733,000

90 21.2 33.4 1,823,000 2,357,000

80 14.2 24.6 1,146,000 1,697,000

70 9.6 16.9 622,000 1,168,000

60 6.5 13.1 432,000 722,000

50 4.6 9.2 282,000 601,000

40 3.2 6.2 200,000 421,000

30 1.8 4.3 106,000 251,000

20 0.7 2.4 21,000 134,000

10 0.1 1.0 8,000 51,000

2 0 0 0 8,000

• A student in the 20th percentile reads books ______ minutes a day.

• This adds up to _________words read per year.

• A student in the 80th percentile reads books ______ minutes a day.

• This adds up to __________ words read per year.


What the Research Says About Vocabulary: Wide Reading

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21,000

1,146,000

14.2

What we know from research:

• Children enter school with meaningful differences in vocabulary knowledge as a result of differences in experiences and exposure to literacy and language activities. (Hart &

Risley, 1995)

• The vocabulary gap grows larger in the early grades. Children who enter with limited vocabulary knowledge become more discrepant over time from their peers who have rich vocabulary knowledge. (Biemiller &

Slonim, 2001)

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What the Research Says About Vocabulary

• Linguistically “poor” first graders knew 5,000 words

• Linguistically “rich” first graders knew 20,000 words (Moats, 2001)

• 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)

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Early Language Experiences Influence Vocabulary Knowledge

Differences in Vocabulary Growth:

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What the Research Says About Vocabulary

Student A Student B

2 words per day 8 words per day

750 words per year 3,000 words per year

Nevertheless, very little instructional time is devoted to vocabulary development in the primary grades. (Biemiller,

2001; Foorman & Schatschneider, in press)

Students need opportunities to read more and to learn vocabulary

Collect baseline data – Vocabulary Assessment

Importance of Explicit Instruction

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What can teachers do to improve vocabulary knowledge to improve comprehension?

Furthermore, children who are experiencing reading difficulties are also at risk for falling behind their peers in vocabulary development.

Children who learn to read easily, enjoy reading, read more, are exposed to more complex and varied vocabulary, learn the meanings of more new words, and exhibit greater comprehension. All of which results in even better reading skills.

Children who struggle with reading, become frustrated with reading, read less, encounter fewer new words, learn less vocabulary, and understand less of what they read. All of which results in increased risk of reading difficulties and a slower development of vocabulary and reading skills.

(National Research Council, 1998; Stanovich, 2000)

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Vocabulary AssessmentVocabulary development is

difficult to assess and reading more is a double-edged sword

Provide Effective and explicit vocabulary instruction:

Teach the meanings of unfamiliar words

The Role of Direct Vocabulary Instruction

300 - 400 new word meanings can be taught a year through direct instruction. This is a significant proportion of the words that many students will learn.

(Stahl & Shiel, 1999)

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What the Research Says About Vocabulary – Provide Explicit Instruction

1. Teaches students the meanings of unfamiliar words and concepts that are essential to understanding text.

2. Provides students opportunities to learn vocabulary through wide independent reading.

3. Nurtures an appreciation and consciousness of words and their use.

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Effective explicit vocabulary instruction:

(Bauman, Kame’enui, & Ash, 2003)

1. What we teach: Design

a) Select vocabulary words to teach

b) Content Words and Vocabulary

2. How we teach: Delivery

a) Provide explicit instruction

b) Model multiple examples

c) Provide multiple opportunities to practice

d) Structure ample review opportunities


Additionally, Two Ways to Enhance Core Instruction

Select words to teach dailySelect 3-5 vocabulary words to teach from books

you are reading, from texts that students are reading independently, or that are related to the content of instruction (e.g., science, social studies).

Target vocabulary should include:

Words that are important for understanding the text or content (and that are not explained within the text).

Words that students will encounter often, functionally important words.

Tier 2 words(Stahl, 1986)

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Design: Select Vocabulary Words: All Design: Select Vocabulary Words: All Lessons (literature, content areas)Lessons (literature, content areas)

Information about Frequency: Select Word from High Frequency Word Lists

Word lists easy to locate on the InternetGeneral Service List – 2,000 most

frequent words in English (West, 1953)Academic Word List – 570 high-utility

words not on the General Service List (Coxhead, 2000)

Dale-Chall Word list – 3,000 common words likely to be known by fourth graders

Also Teachers need to help students develop usable vocabulary knowledge

Select Tier 2 Words to teach

Not all vocabulary knowledge is ‘usable’:

Almost any kind of vocabulary instruction can improve students’ performance on vocabulary tests

But many commonly-used methods of vocabulary instruction do not reliably increase reading comprehension

Selecting Vocabulary Beck – Identified Three Tiers of Vocabulary

Ideally, select Tier 2 words for explicit instruction

Tier 3 Words Rarely in text or

are content specific.

Tier 2 Words

Appear frequently in many contexts.

Tier 1 Words

Words students are likely to know.

(Beck, McKeown, & Kucan, 2002)

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Beck – Identifies 3 Tiers of Vocabulary: Select Most Beck – Identifies 3 Tiers of Vocabulary: Select Most Valuable Words to teach (e.g., Tier 2)Valuable Words to teach (e.g., Tier 2)

Tier 1(Part of everyday

language)

Tier 2(Important universal

vocabulary)

Tier 3(Uncommon words that are disciplinary

specific)

Description Basic words that most children know before entering school

Words that appear often or frequently in texts; help students understand the passage

Uncommon words that are typically associated with a specific domain

Examples clock, baby, happy

sinister, fortunate, adapt

isotope, peninsula, bucolic, isosceles

(Beck, McKeown, Kucan, 2002)

Selecting Tier 2 Words

Tier 2 words are:

Frequently encountered; Crucial to understanding the main idea of text; Not a part of students’ prior knowledge (not Tier 1

words); and Unlikely to be learned independently through the use of

context or structural analysis.

REMINDER: Tier 2 words should be taught before students read, and discussed and used frequently afterward.

(Beck, McKeown, & Kucan, 2002)

Seventh-Grade TextWhat are the Tier 2 words in the text below?

Alexander Graham Bell is known as the inventor of the telephone. His assistant was named Thomas A. Watson. Together, Bell and Watson discovered how sound, including speech, could be transmitted through wires, and Bell received a patent for such a device. In 1876, the telephone was officially invented and the first telephone company was founded on July 9, 1877.

Seventh-Grade Text – Tier 2 words

Alexander Graham Bell is known as the inventor of the telephone. His assistant was named Thomas A. Watson. Together, Bell and Watson discovered how sound, including speech, could be transmitted through wires, and Bell received a patent for such a device. In 1876, the telephone was officially invented and the first telephone company was founded on July 9, 1877.

What are Tier 2 words for Vocabulary LogVocabulary Log?2nd Example from Ninth-Grade Text

from Tuck Everlasting

The road that led to Treegap had been trod out long before by a herd of cows who were, to say the least, relaxed. It wandered along in curves and easy angles, swayed off and up in a pleasant tangent to the top of a small hill, ambled down again between fringes of bee-hung clover, and then cut sidewise across the meadow.

(Babbitt, 1975)

Which Words are Tier 2 Words?

The road that led to Treegap had been trod out long before by a herd of cows who were, to say the least, relaxed. It wandered along in curves and easy angles, swayed off and up in a pleasant tangent to the top of a small hill, ambled down again between fringes of bee-hung clover, and then cut sidewise across the meadow.

(Babbitt, 1975)

J Baumann - Presentation at MSU - March 26, 200940

Word in Book & page #

Our Guess Before Reading

Ideas After Reading

Check it Out!(dictionary, thesaurus,

Internet, etc.)

• crude (p. 5) - not polite- dirty

- oil- dirty oil

Dictionary: raw or naturalCrude oil: unrefined oil

• reef (p. 7) - a ship- like an otter

- a fish- a rock

Encarta: underwater ridge

• Exxon Valdez (p. 8)

- very big boat- like a gas station

- carries crude oil- like a tanker truck in the ocean

• coastline (p. 9)• poisonous (p. 12)

A. Teach students to be WordSmiths Explicitly teach words Encourage students to appreciate and learn new

vocabulary

B. Semantic mapping Webs for understanding Pointing out key features of words

C. Teaching word parts Prefixes Suffixes Root words

II. Now to HOW WE Teach:Good direct teaching strategies…

• Harvey & Goudvis T: “A wordsmith loves words – The more words we

know, care about and use, the better our life grows” “Like a zookeeper cares about animals and loves

them, Word Keepers love words and care about them”

“I am going to give words away to you. When you take a word, you are the Word Keeper. So who is the word keeper for ‘colussus?’ I will write it on a Post-it and give it to you. Then you will be the keeper of that word”

We’ll record the word on the word wall, and put the initials of the Word Keeper next to each word

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A. Word Smiths: Teach a Love of Words

Wonderful WordsWord Page Context Meaning

Pardo & Goatley, 1992Hd/Stephanie/carolsue/retyped items/book/moving through vocabulary

Use Vocabulary Log to support Word Study – Teach students to find interesting words, e.g., Wordsmiths

Non-judgmental discussion of language variation Promote curiosity about new words &

marveling at “million dollar words” Encourage use of the words throughout

the day (writing, speaking, reading)Contrastive analysis as an aid to learning

conventions of school language (as in Morning Message/Interactive writing)

Remain aware of register, dialectal, and home language differences

Model being an appreciator of effective use of words (Baumann, 2008)

Model being a word learnerStudents should feel safe asking about word

meanings, without fear that they will just be sent to the dictionary by themselves

(By all means, send students to the dictionary – but go with them, or at least send them in groups)

Make talk about words and language part of the everyday life of your classroom

Promote word consciousness as a pervasive attribute of your classroom

• Present definition

• Dramatize vocabulary concept

• Present examples and nonexamples

• Provide rehearsal

View Anita Archer video clips (elementary & secondary) at:

• http://www.scoe.org/pub/htdocs/archer-videos.html

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View Anita Archer Videotape!!!!

Tell Words: Model – Lead – Test

This word is _______________________. (Model)

What word? ____________________(Lead)

Spell and read the word. ______________________________ (Test)

there along upon woman

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Teach the pronunciation of difficult to read high-frequency words. Teach the pronunciation of words.

Strategy Words - Single syllable words

Precue the difficult part of the word.

Look at the underlined letters.What sound?__________________________Sound out the word. (Pause)What word? _________________________

rain boat seed

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Teach the pronunciation of difficult to read words. Teach the pronunciation of words.

Strategy Words - Multisyllabic Segment the word into decodable parts.

Teacher/student Indicate parts with loops under the word, slashes, or spacing.

Guide students in reading each part of the word.(Move your finger under each part of the word.)

What part? ___________________________What part?___________________________What part? ___________________________What word? _________________________Say it fast.

con den sa tion at/mos/phere e vap o ra tion

Notes: If any element is unknown, simply tell students the pronunciation of the element. 50

Teach the pronunciation of difficult to read words. Teaching the pronunciation of words.

1. Teachers demonstrate explicit steps and strategies to students by presenting the meanings of words using clear, consistent and understandable language.

1. Teachers model multiple examples of vocabulary words by modeling both a simple definition or synonym and then modeling the definition within the context of a sentence or story.

2. Teachers provide students with extensive opportunities to practice using vocabulary words that foster a deeper and more complex level of understanding.

3. Teachers structure ample review opportunities that allow students to discuss words multiple times both within and across lessons.


Delivery: How We TeachHow Anita Archer Delivered the Vocabulary

Core vocabulary instruction is most effective when:

• Attributes of good vocabulary instruction Provide a Definition Give Multiple meanings of words Provide Multiple exposures in multiple contexts Explain/show wow words relate to one another Maintain active engagement in instruction Teach word learning strategies

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Anita Archer: Teaches the meaning of critical, unknown vocabulary words. How - Robust,

Explicit Vocabulary Instruction

Step 1. Introduce the word (2-3 words/lesson).a) Write the word on the board or overhead (so that all can

see the word – this was a problem in the K videoclip)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.

Read the word with me.

“ This word is relieved. What word?” (unison responding on signal)

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Anita Archer – Recommends an Instructional RoutineExplicit Vocabulary Instruction

Vocabulary - How?

Step 2. Present a student-friendly explanation.

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

Present the definition. Example below.

“When something that is difficult is overor never happened at all, you feel relieved.So if something that is difficult is over,you would feel _______________.” (active group responding)

Vocabulary - How?

Step 3. Illustrate the word with examples.a) Concrete examples.b) Visual representations.c) Verbal examples.

Present the examples.

“When the spelling test is over, you feelrelieved.”

“When you have finished giving the speech thatyou dreaded, you feel relieved.”(“How do you feel when you have finished reading the speech that you dreaded. You feel ______ Choral responding on signal)

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Vocabulary - How?

Step 4. Check students’ understanding.

Option #1. Ask deep processing questions.

Check students’ understanding with me.

When the students lined up for morning recess,Jason said, “I am so relieved that this morning is over.” Why might Jason be relieved? (Tell your peer. Then have someone share with class)

When Maria was told that the soccer game hadbeen cancelled, she said, “I am relieved.” Whymight Maria be relieved?

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Vocabulary - How?

Step 5. Check students’ understanding.

Option #2. Have students discern betweenexamples and non-examples.


“If you were nervous singing in front of others,would you feel relieved when the concert was over?”Yes “Why?”

“If you loved singing to audiences, would you feelrelieved when the concert was over?” No “Why not?” It

was not difficult for you.

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Vocabulary - How?

Step 6. Check students’ understanding .

Option #3. Have students generate their own examples.


“Tell your partner a time when you were

relieved.”

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Vocabulary - How?

• View Anita Archer Videos – Effective Vocabulary Instruction

• http://www.scoe.org/pub/htdocs/archer-videos.html

• Vocabulary Instruction – Kindergarten Vocabulary Instruction – Grade 2

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http://www.scoe.org/pub/htdocs/archer-videos.html

http://www.scoe.org/pub/htdocs/archer-videos.html

1. Teachers demonstrate explicit steps and strategies to students by presenting the meanings of words using clear, consistent and understandable language.

2. Teachers model multiple examples of vocabulary words by modeling both a simple definition or synonym and then modeling the definition within the context of a sentence or story.

3. Teachers provide students with extensive opportunities to practice using vocabulary words that foster a deeper and more complex level of understanding.

1. Teachers structure ample review opportunities that allow students to discuss words multiple times both within and across lessons.

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In the preceding steps …Delivery: How We TeachCore vocabulary instruction is most

effective when:

Activities that involve using the word meaningfully, and are sufficiently scaffolded:

Asking students to answer questions that require using their knowledge of the word’s definition (“What is something you might need to confine?”)

Asking students to complete a sentence stem (“The two explorers decided they were not compatible because….”)

Learning words well enough to use them/generate examples

Additional Vocabulary Teaching/Learning Strategies

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1.Semantic Mapping2.Semantic Feature Analysis3.Using Word Walls4.Teaching Language Devices

1. Semantic Mapping/Web

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Like concept of definition, the word to be taught is the center of a web. The word represents the major topic of the book.

Lines connect the word to subtopics and information about each, written in brief.

Semantic maps are useful for text structure as well but are also key to helping students organize their knowledge of an important concept.


Semantic Mapping or Webbing –Makes word meanings, essential features, and

relationships visible

serpent

What is it like?

long

scaly

legless

slithery

scary

What are someexamples?

cobra

python

king

copperhead

cottonmouth

What is it?

animal

reptile

snake

(Foil & Alber, 2002)

Examples that Encourage Deep Processing: “serpent”

PlanetPlanet

Heavenly Body

Mercury Venus Earth Mars

Revolves around sun

Has gravity

Could havemoons

Could have atmosphere

asteroid

Start with Map: Add traits and featuresEfficacy of putting meaning into graphic form is proven


Word Meaning Map: Definitions, Synonyms, Antonyms

Definitions

Synonyms AntonymsWordWord

Examples:What are some examples?

Nonexamples:What are some nonexamples?

http://www.readingquest.org/strat/cdmap.html

http://www.ed.gov/offices/OESE/SASA/rb/slide020.html

A chart shows the name of a category in the upper left-hand box, with category members below.

Features that the members may or may not possess are written in the top row and the remainder of the chart is filled in with plusses and minuses.

The teacher leads the students in comparing and contrasting category members or features.

2. Semantic Feature Analysis Teaching Technique to compare and contrast concepts on features

PLANETS

Has Moons Has Rings

RockySurface

Mercury – – +Venus – – +Earth + – +Mars

Jupiter

Saturn +

Uranus

Neptune

Features to compare/contrast

Con

tras

ted

Con

cept

s

PLANETS

Has Moons

Has Rings

RockySurface

Mercury – – +Venus – – +Earth + – +Mars + – +Jupiter + + –Saturn + + –Uranus + + –Neptune + + –

Record presence (+) or absence (-) of Features by Concept in the matrix

Teach this as a study strategy

• Semantic feature analyses lend themselves to compare and contrast essays;

• Consider a follow-up showing how to write to demonstrate comprehension & composition

• Semantic feature analyses lend themselves to construction of definitions to study or learn content; remember that it may take students 14 meaningful encounters to really learn a new concept

Possible Reading and Writing Connections

• Preview illustrations, graphs, figures to prepare students to learn and to understand the new concepts and vocabulary in the chapter

• Activate background knowledge and get information about the vocabulary from the book/word context

• Teach students to gain meaning from diagrams and illustrations

• Teach as a strategy

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3. Teach Students to Preview - Read Diagrams, Charts and Figures to gain information about vocabulary and concepts

• As students preview a selection, they:

discover what content (vocabulary) will be covered or what the story will be about.

learn what information will be emphasized. see how the information is organized. activate background knowledge that will assist in

comprehension. construct a map or web of their background knowledge

for vocabulary become more interested in the passage.

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Preview the story or article. Why

This book contains pictures with captions but not labels. These can assist with vocabulary introduction; Activating background knowledge Teach this as a strategy.

Saturn as it might look from Titan

A science book contains several diagrams, like this one. The teacher’s job is not to construct them but to explain how to read them. Teach reading captions and diagrams as a strategy.

What we know from the research:Teach students to use context clues improves their use

of context (Fukkink & de Glopper, 1998)Teach students to decode improves performanceTeach students about word parts improves their use of

word parts (Nunes & Bryant, 2006)Students can be taught to use word parts and context

in combination (Baumann et al. 2003)Comprehension instruction that includes strategies for

dealing with unfamiliar words can improve comprehension (Palincsar & Brown, 1984; Rosenshine & Meister, 1994; Klingner & Vaughn, 1999)

4.Teach Word Learning Strategies: Learning to cope with new words

Word learning strategiesDictionary use (Personally, I hate

teaching the use of dictionaries)

Much better - Morphemic analysis(roots, suffixes and prefixes)

Contextual analysis

Word consciousness

Vo

cab

ula

ryV

oca

bu

lary

CUECARD FOR READING NEW WORDS

• Think what makes sense

• Read it again

• Think about other words that look like it

• Find a word part or “chunk”

• Sound it out

• Use “clunk” strategies

• Skip it and read on. Get context clues.

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Learning new Words: Strategy for Reading Unfamiliar Words in Context: Cuecard

• Introduce literary element (figures of speech; exaggeration)

• Present examples• Model use of element in context• Provide practice• Record examples in reading log

79Chard & Kame'enui © 2003

6. Teach Language ElementsFigures of Speech and Literary Elements

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Examples of Figures of Speech


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5. Teach Students Word Parts in order to Understand and Decode Vocabulary

• Identify and read words using syllables• Identify and read words using root

words and morphemes (prefixes and suffixes)

Most frequent affixes…

• Prefixes un- re- il-,ir- dis- en-, em- non- in-, im- over- mis- sub- pre- inter- fore-

• Suffixes -s, -es -ed -ing -ly -er, -or -ion, -tion, -ation, -sion, -able, -ible -al, -ial -y -ness -ity, -ty -ment -ic


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Greek and Latin roots

• tract

• spect

• port

• dict

• scrib

• vid

• rupt

• cred

• aud

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Add New Words to Word Walls

ContextMorphology (word parts)Dictionary usePolysemy (figurative and other

secondary meanings of words)

Some word-level comprehension strategies

Two foundations of word learningStrategic knowledge: What do you

do when you encounter an unfamiliar word while reading?

Metalinguistic foundations: What do you need to know about language and about text to apply strategies effectively?

Implications of understanding word learning strategies as comprehension strategies

When you come to an unfamiliar word, look for familiar meaningful parts

Make a hypothesis about what the word might mean on the basis of its parts

Check to see whether this hypothesis makes sense given the context

Example of strategic knowledge

Certain suffixes (e.g., -al, -ity) can change the pronunciation of the word to which they are added

Derivational suffixes signal a change in part of speech

Greek roots tend to have consistent meanings in scientific words; Latin roots tend to shift in meaning

Example of metalinguistic knowledge

Developing strategic knowledge will tend to rely more heavily on ‘simulated’ and ‘integrated’ activities

Developing metalinguistic knowledge is likely to require ‘separated’ as well as ‘simulated’ activities, in which attention can be given to relationships among words not in a text

Developing strategic and metalinguistic knowledge

Strategic word learners knowHow to use context, word parts, &

dictionariesThe limitations of context, word

parts, & dictionariesHow to integrate information from

multiple sources (context, word parts & dictionaries)

The complexity of word-learning strategies

Strategic word learners also knowWhen they don’t know the meaning of a

wordHow much they need to know about a word

in order to understand a text well enoughWhether the resources at hand give them

enough information (for example, when context only gives partial information about a word’s meaning, whether that partial information is enough to go on

The complexity of word-learning strategies

How might word learning strategies look different for informational text?

What are some word learning strategies that might be especially important for informational text?

Word-learning strategies for informational text

The hard words are more likely to be central to the point of the text

The text is likely to provide more explicit information about the meanings of new words

The hard words are more likely to be conceptually complex and difficult

How might word learning strategies look different for informational text?

Attention to informational text features and structures used to highlight and explain key terms

Using morphology as a mnemonic rather than as a means for inferring word meanings

Graphic organizers, e.g., “concept of definition”

What are some word learning strategies that might be especially important for informational text?

• Explicit Instruction – Definitions• Using examples and nonexamples• Creating semantic maps• Creating Semantic feature analysis charts• Creating word maps• Semantic word maps• Word Walls• Figures of speech• Prefixes/suffixes/affixes• Word Learning Strategies• Use of context clues• Vocabulary posters• Add-a-part prefixes/suffixes• Pairing words• Figures of speechPick two instructional strategies to implement …

Vocabulary…Summary of instructional activities

Go back through the books you’ve chosen.

What words would you teach?

What instructional strategy would you use?

• Bringing Words to Life, Beck, McKeown, Kucan Practical ideas and activities for vocabulary instruction

• Teaching Vocabulary in All Classrooms,Blackowicz Practical instructional strategies

• The Reading Teacher’s Book of Lists, Fry, Kress, Fountoukidis Paper pencil activities to provide practice for newly acquainted words

• 125 Vocabulary Builders, Bowers, Huisingh, Orman, Johnson Vocabulary word lists with CD rom

• Word Power: What every educator needs to know about teaching vocabulary, Stahl, Kapinus Guidelines and instructional activities for enhancing student vocabulary

and helping students understand how words function in communication

Bibliography…

Beck, I., McKeown, M., & Kucan, L. (2002). Bringing words to life. NY: Guilford.

McKeown, M. G., Beck, I. L., Omanson, R. C., & Pople, M. T. (1985). Some effects of the nature and frequency of vocabulary instruction on the knowledge and use of words. Reading Research Quarterly, 20, 522-535.

Stahl, S. (1986). Three principles of effective vocabulary instruction. Journal of Reading 29(7), 662-668.

Stahl, S., & Fairbanks, M. (1986). The effects of vocabulary instruction: A model-based meta-analysis. Review of Educational Research, 56, 72-110.

Additional resources

Baumann, J. F., Edwards, E. C., Boland, E. M., Olejnik, S., & Kame’enui, E. (2003). Vocabulary tricks: Effects of instruction in morphology and context on fifth-grade students’ ability to derive and infer word meanings. American Educational Research Journal, 40(2), 447-494.

Bear, D., Invernizzi, M., Templeton, S., & Johnston, F. (2008). Words Their Way: Word study for phonics, vocabulary and spelling instruction (fourth edition). Upper Saddle River, NJ: Pearson

Johnston, F., Bear, D., & Invernizzi, M.(2006). Words Their Way: Word sorts for derivational relations spellers. Upper Saddle River, NJ: Pearson

Nunes, T., & Bryant, P. (2006). Improving Literacy by Teaching Morphemes. New York: Routledge.

White, T., Sowell, J., & Yanagihara, A. (1989). Teaching elementary students to use word-part clues. The Reading Teacher, 42, 302-308.

Additional Resources

• http://wwwmcps.k12.md.us/departments/dsd/70plus/VOCAB.pdf Downloadable resources such as

semantic maps and contextual analysis

• http://www.ed.gov/offices/OESE/SASA/rb/slide020.html Vocabulary instruction and strategies


Websites that Teach

http://wwwmcps.k12.md.us/departments/dsd/70plus/VOCAB.pdf

http://wwwmcps.k12.md.us/departments/dsd/70plus/VOCAB.pdf



1 Recommendation 1 Provide Explicit Vocabulary Instruction Level of Evidence: Strong.

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Transcript of 1 Recommendation 1 Provide Explicit Vocabulary Instruction Level of Evidence: Strong.