Filling Students’ Filling Students’ Vocabulary VesselsVocabulary Vessels

Karen NeitzKaren Neitz

kneitz@pottstownsd.orgkneitz@pottstownsd.org

Research says:Research says:

• Children must develop strong literacy Children must develop strong literacy skills to be successful in school.skills to be successful in school.

• Vocabulary represents a critical Vocabulary represents a critical component to developing reading component to developing reading proficiency, since knowing the proficiency, since knowing the meaning of words is a direct link to meaning of words is a direct link to reading comprehension.reading comprehension.

Research says:Research says:• The gap of vocabulary acquisition between The gap of vocabulary acquisition between

advantaged and disadvantaged students is advantaged and disadvantaged students is created before children enter school and created before children enter school and continues through the primary grades.continues through the primary grades.– By third grade average children have acquired By third grade average children have acquired

approximately 6,000 root-word meanings.approximately 6,000 root-word meanings.– However, many disadvantaged students arrive in However, many disadvantaged students arrive in

third grade understanding less than 4,000 root third grade understanding less than 4,000 root words.words.

– After second grade, average children learn another After second grade, average children learn another 1,000 root meanings per year.1,000 root meanings per year.

– Disadvantaged children with the lowest vocabulary Disadvantaged children with the lowest vocabulary acquisition rate at the end of second grade are acquisition rate at the end of second grade are already two years below the average student.already two years below the average student.

Research says:Research says:

• If children with small vocabularies If children with small vocabularies are to succeed, educators must are to succeed, educators must increase the rate of vocabulary increase the rate of vocabulary acquisition in the primary grades and acquisition in the primary grades and help vocabulary-deficient children to help vocabulary-deficient children to catch up during the elementary catch up during the elementary school years.school years.

Significance to explicit Significance to explicit teaching of vocabulary teaching of vocabulary

• Developing an extensive vocabulary has been Developing an extensive vocabulary has been linked to greater academic success, higher linked to greater academic success, higher reading achievement, and has become an reading achievement, and has become an essential prerequisite to learning to read with essential prerequisite to learning to read with fewer difficulties.fewer difficulties.

• Deep word knowledge, or the understanding of Deep word knowledge, or the understanding of multiple meanings of words and different multiple meanings of words and different contexts in which particular words are used, is contexts in which particular words are used, is most critical for readers.most critical for readers.

- Deep word knowledge entails knowledge of a word’s - Deep word knowledge entails knowledge of a word’s meaning out of context, its relationship to other words, meaning out of context, its relationship to other words, and its extension to allegorical uses.and its extension to allegorical uses.

- Deep word knowledge allows for greater language - Deep word knowledge allows for greater language development and better comprehension of words in text.development and better comprehension of words in text.

• Research indicates that intentional, explicit Research indicates that intentional, explicit teaching of specific words and word-learning teaching of specific words and word-learning strategies can both add words to students’ strategies can both add words to students’ vocabularies and improve their reading vocabularies and improve their reading comprehension of texts containing those comprehension of texts containing those words.words.

- Increased vocabulary knowledge will help beginning - Increased vocabulary knowledge will help beginning readers to accurately and rapidly decode words.readers to accurately and rapidly decode words.

- If children have printed words in their oral vocabulary, - If children have printed words in their oral vocabulary, they can more easily and quickly match sounds to they can more easily and quickly match sounds to letters, read words fluently and understand them.letters, read words fluently and understand them.

- Extensive vocabulary is the bridge between word - Extensive vocabulary is the bridge between word level processes of phonics and the cognitive level processes of phonics and the cognitive processes of comprehension.processes of comprehension.

- When children learn more words, they learn to think - When children learn more words, they learn to think of the world in more sophisticated ways.of the world in more sophisticated ways.

The Vocabulary Gap:The Vocabulary Gap:

• Children’s socioeconomic status is the most Children’s socioeconomic status is the most significant factor influencing vocabulary significant factor influencing vocabulary gaps.gaps.- “Meaningful differences” between young groups - “Meaningful differences” between young groups

of preschool children can be largely attributed to of preschool children can be largely attributed to their socioeconomic status.their socioeconomic status.

- The amount and quality of parents’ - The amount and quality of parents’ conversations with their children is strongly conversations with their children is strongly correlated with socioeconomic status producing correlated with socioeconomic status producing a long term impact on vocabulary growth and a long term impact on vocabulary growth and other aspects of language development.other aspects of language development.

The Vocabulary Gap:The Vocabulary Gap:- Children from disadvantaged backgrounds knew - Children from disadvantaged backgrounds knew

1,800 of the 5,044 most frequently used words, 1,800 of the 5,044 most frequently used words, whereas children from middle-class backgrounds whereas children from middle-class backgrounds know 2,700.know 2,700.

- The longitudinal effect of these knowledge gaps - The longitudinal effect of these knowledge gaps increase with time, producing a persistent widening increase with time, producing a persistent widening achievement gap.achievement gap.

• Teachers can influence the course of Teachers can influence the course of vocabulary acquisition for the better.vocabulary acquisition for the better.

- While language achievement gaps between different - While language achievement gaps between different groups of children are cause for concern, research groups of children are cause for concern, research reveals that quality school instruction can close the reveals that quality school instruction can close the gaps.gaps.

Vocabulary Instruction:Vocabulary Instruction:

• Research suggests that vocabulary Research suggests that vocabulary instruction in early elementary school instruction in early elementary school settings provide students with a surface-settings provide students with a surface-level of understanding of words, failing to level of understanding of words, failing to engage students with deeper and multiple engage students with deeper and multiple meanings.meanings.

• Students often find vocabulary activities Students often find vocabulary activities uninteresting, which may interfere with uninteresting, which may interfere with their motivation to truly learn new words.their motivation to truly learn new words.

Vocabulary Instruction:Vocabulary Instruction:

• Assumptions about vocabulary acquisition Assumptions about vocabulary acquisition that is that is notnot supported by research: supported by research:- Words are learned from context;- Words are learned from context;- School-aged children themselves, add words to - School-aged children themselves, add words to

their vocabulary;their vocabulary;- Learning words in context is the best way to - Learning words in context is the best way to

teach vocabulary.teach vocabulary.

• Direct instruction of vocabulary allows Direct instruction of vocabulary allows teachers to help all children learn many teachers to help all children learn many new words in meaningful and engaging new words in meaningful and engaging ways.ways.

Direct Vocabulary Direct Vocabulary Instruction:Instruction:

• Research has revealed a number of Research has revealed a number of components critical to effective vocabulary components critical to effective vocabulary instruction:instruction:

- A concentration on important words.- A concentration on important words.

- Inclusion of a sufficient number of words.- Inclusion of a sufficient number of words.

- Multiple encounters with each word in various - Multiple encounters with each word in various contexts.contexts.

- Direct instruction after students encounter words in - Direct instruction after students encounter words in read-alouds.read-alouds.

- Discussion and elaboration about word meanings.- Discussion and elaboration about word meanings.

- Opportunities to use words outside classroom walls.- Opportunities to use words outside classroom walls.

Read-Alouds:Read-Alouds:

• Children can learn new words through the Children can learn new words through the course of conversations, as well as course of conversations, as well as listening to new words in texts being read listening to new words in texts being read to them.to them.

• Read-alouds have become one of the most Read-alouds have become one of the most important ways to promote language important ways to promote language development.development.

• Effective read-alouds provide an ideal Effective read-alouds provide an ideal situation to embed rich, dire vocabulary situation to embed rich, dire vocabulary instruction as well as enhance reading instruction as well as enhance reading comprehension.comprehension.

Read-Alouds:Read-Alouds:• Time during which teacher and children interact Time during which teacher and children interact

during effective read-alouds helps children:during effective read-alouds helps children:- Gain exposure to decontextualized (language beyond - Gain exposure to decontextualized (language beyond

the here and now) language;the here and now) language;

- Concentrate on ideas in texts;- Concentrate on ideas in texts;

- Reflect and consider the meaning of stories.- Reflect and consider the meaning of stories.

• Effective read-alouds entail interactive and Effective read-alouds entail interactive and quality conversation between teachers and quality conversation between teachers and students.students.

• Students can make significant gains in their Students can make significant gains in their understanding and critical thinking about words understanding and critical thinking about words and stories.and stories.

Read-Alouds:Read-Alouds:

• Read-alouds researched in a typical classroom: Read-alouds researched in a typical classroom: - fail to focus children’s attention on the main ideas in - fail to focus children’s attention on the main ideas in

texts;texts;

- include discussion of these main ideas and;- include discussion of these main ideas and;

- lack the potential to assess whether children - lack the potential to assess whether children developed a deep understanding of the texts.developed a deep understanding of the texts.

• Classrooms lacking in effective read-alouds Classrooms lacking in effective read-alouds miss critical opportunities to promote miss critical opportunities to promote vocabulary acquisition through engaging vocabulary acquisition through engaging children with new words and developing their children with new words and developing their rich word-knowledge base.rich word-knowledge base.

Read-Alouds:Read-Alouds:– Another concern involves teacher questioning Another concern involves teacher questioning

and student responses.and student responses.• Too often children’s responses necessitate simple yes Too often children’s responses necessitate simple yes

or no answers because of the nature of the questions or no answers because of the nature of the questions asked.asked.

• In these cases, children may not have the opportunity In these cases, children may not have the opportunity to use new words and to develop a deeper to use new words and to develop a deeper understanding of words encountered in read-alouds.understanding of words encountered in read-alouds.

• Often there was no interaction when the story was Often there was no interaction when the story was read, and when there was it was revolved around read, and when there was it was revolved around simple questions asking children to retrieve a text simple questions asking children to retrieve a text idea that had just been presented.idea that had just been presented.

– Typical read-alouds tended not to include the Typical read-alouds tended not to include the type of teacher interaction that research type of teacher interaction that research regards as effective for children’s vocabulary regards as effective for children’s vocabulary growth and reading comprehension.growth and reading comprehension.

Conclusion:Conclusion:

•Research reveals a significant vocabulary Research reveals a significant vocabulary gap in our nation’s schools, as well as a lack gap in our nation’s schools, as well as a lack of direct vocabulary instruction and effective of direct vocabulary instruction and effective read-alouds in many classrooms.read-alouds in many classrooms.

•Effective vocabulary instruction and Effective vocabulary instruction and classroom read-alouds are proven to classroom read-alouds are proven to positively impact the development of positively impact the development of vocabulary and comprehension skills for all vocabulary and comprehension skills for all students including those students who enter students including those students who enter school with a vocabulary deficit.school with a vocabulary deficit.

Text TalkText Talk

Interactive PresentationInteractive Presentation

Big AlBig Al

GraffitiGraffiti

• Divide into seven groups and go to Divide into seven groups and go to assigned chart.assigned chart.

• Write as many terms as possible that Write as many terms as possible that fits into the topic at the top of the fits into the topic at the top of the chart.chart.

• When time is up, rotate to the next When time is up, rotate to the next location.location.

• Continue to rotate until all stations Continue to rotate until all stations have been visited.have been visited.

RivetRivet• ____ __ __ __ __ __ __ • __ __ __ __ __ __ __ ____ __ __ __ __ __ __ __• __ __ __ __ __ __ __ __ __ __ __ __ __ __ • __ __ __ __ __ __ __ __ __ ____ __ __ __ __ __ __ __ __ __• __ __ __ __ __ __ __ ____ __ __ __ __ __ __ __• __ __ __ __ __ __ __ __ • __ __ __ __ __ ____ __ __ __ __ __• __ __ __ __ ____ __ __ __ __• __ __ __ __ ____ __ __ __ __• __ __ __ __ __ ____ __ __ __ __ __

c o r k

l u

s t e

r y

b

m b

e

l

u

h

c

h

u

s l o

o

p

t e

e

l f

r e

v

i u

q

t s u

g

d

e

w o

l l e

b

k c a

t s e

k o

m s

d

e

g

g

Semantic ImpressionsSemantic Impressions

1.1. corkcork

2.2. blusteryblustery

3.3. chuggedchugged

4.4. smokestacksmokestack

5.5. bellowedbellowed

6. gust6. gust

7. quiver7. quiver

8. fleet8. fleet

9. sloop9. sloop

10. humble10. humble

Semantic Feature AnalysisSemantic Feature Analysis

Place an X in the matrix when the Place an X in the matrix when the ship reinforces the characteristics ship reinforces the characteristics listed at the top.listed at the top.

List, Group, LabelList, Group, Label

• Read the list of key words.Read the list of key words.

• Create topics based on the key Create topics based on the key words.words.

• Join a group of other participants to Join a group of other participants to discuss topics and categorize key discuss topics and categorize key words.words.

Twenty QuestionsTwenty Questions

• Keep the word on your paper a secret. Keep the word on your paper a secret.

• When directed walk around asking yes or When directed walk around asking yes or no questions to find another person who no questions to find another person who has a word that fits into the same category has a word that fits into the same category as your word. as your word.

• When you find another person who has a When you find another person who has a word that fits under the same topic, walk word that fits under the same topic, walk around to find other members of your around to find other members of your group.group.

Possible SentencesPossible Sentences

• Look at the list of words.Look at the list of words.

• As a group, define the words and then As a group, define the words and then select pairs of related words on the select pairs of related words on the list.list.

• Write five word pairs.Write five word pairs.

• Write five sentences using each pair Write five sentences using each pair of words that might appear in the of words that might appear in the text.text.

Vocabulary CrosswordVocabulary Crossword

• In your group, create a crossword of In your group, create a crossword of terms related to vessels.terms related to vessels.

Vocabulary Crossword Vocabulary Crossword ScoringScoring

• Award you team one point for each word Award you team one point for each word in your crossword puzzle.in your crossword puzzle.

• Award another point for words containing Award another point for words containing eight or more letters.eight or more letters.

• Award another point for words containing Award another point for words containing three or more syllables.three or more syllables.

• Award three extra points if sticky notes Award three extra points if sticky notes were not used.were not used.

• Award two extra points if all the letters Award two extra points if all the letters were used.were used.

TyphoonTyphoon

• Break up into four groups. Break up into four groups.

• Each group will take a turn locating a key Each group will take a turn locating a key word. word.

• If the answer chosen is correct, the If the answer chosen is correct, the number of points under the card will be number of points under the card will be awarded to the team.awarded to the team.

• If Typhoon is under the card, decide on the If Typhoon is under the card, decide on the team that will have their points “wiped team that will have their points “wiped out.”out.”