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Vocabulary Instruction

Foundations

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Starting Out…NAEP National Assessment of Educational Progress (1998)

Can read at start ofschoolFind learning to readfairly easyFind learning to readchallengingExperience extremedifficulties

20-35%

5%

60%

30% of the 60%

Source:

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What’s Vocabulary?

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Vocabulary Knowledge

Learning, as a language based activity, is fundamentally

and profoundly dependent on vocabulary knowledge.

Learners must have access to the meanings of words that

teachers, or their surrogates (e.g., other adults, books, films,

etc.), use to guide them into contemplating known concepts

in novel ways (i.e., to learn something new).Baker, Simmons, & Kame'enui, 1998

The Importance of Vocabulary

The importance of vocabulary knowledge to school success, in general, and reading comprehension, in particular, is widely documented.

Becker, 1977; Anderson & Nagy, 1991

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Closing the Achievement Gap

It is now well accepted that the chief cause of the achievement gap between socioeconomic groups is a language gap.

-E.D. Hirsch 2003

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Understanding the Language GapHigh knowledge 3rd graders have vocabularies equal to low performing 12th graders.

Top high school seniors know 4 times the wordsof lower performing classmates.

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1st grade students from high SES groups know about twice as many words as lower SES students.

Students need to learn an estimated 4000-5000 new words each year.

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Effective InstructionKey ingredients of successful vocabulary development involves the teaching of specific words AND providing direct instruction in word learning strategies.

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posterioranterior

Broca’s area Inferior frontal

gyrus (articulation/word

analysis)

Parieto-temporal (word analysis)

Occipito-temporal (word form)

Reading and the Brain

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ActivityWhat do you understand?How do you know these words?

Because you have the skill of reading mastered, your brain makes these shifts automatically.

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Stages of Reading Development

Late grade 2

Grade 3+

un-re-li-a-ble

un-reli-able

CONSOLIDATED ALPHABETIC or ORTHOGRAPHIC

Late grade 1 to early grade

street rakesang turn

FULL or LATE ALPHABETIC

Late k toearly grade 1

cat fogpet bin

PARTIAL or EARLY ALPHABETIC

Pre-kPREALPHABETIC or PRELITERATE

Ehri 1995, Moats 2000

STOP

Source: WRFFTAC 2005

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Meaningful Differences

32 affirmations, 5 prohibitionsProfessional:12 affirmations, 7 prohibitionsWorking Class:5 affirmations, 11 prohibitions Welfare:

Actual Differences in Quality of Words Heard2,153 words Professional:1,251 words Working Class:616 words Welfare:

In a typical hour, the average child would hear:Actual Differences in Quantities of Words Heard

Hart & Risley 1995, 2002

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Meaningful Differences

45 million 11 million 215,000 2,153 Professional

26 million 6 million 125,000 1,251 Working Class

13 million 3 million 62,000 616 Welfare

4 years

Words heard in a 5,200

hour year

Words heard in

a 100-hour week

Words heard

per hour

Hart & Risley 1995, 2002

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Partner Activity:The GAP keeps getting bigger!!!

Discuss how this information should influence your instructional decisions.

What might schools be doing to address the GAP?

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Importance of Independent Reading

Research has shown that children who read

ten min/ day outside of school experience

substantially higher rates of vocabulary

growth between 2nd and 5th grade than

children who do little or no reading.

Anderson & Nagy, 1992

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How Many Words Do People Know?

There are roughly 88,700 word families used in books up to 12th grade.

About half the words we read are the 107 words of highest frequency. Another 5,000 words account for the next 45%, so that 95% of the text we read consists of about 5,100different words (Adams, 1990).

Steven Stahl, 1999

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300-500 words per year can reasonably be taught through direct instruction (8-10 words per week, 50 weeks per year).

Most of these new words learned must come from context (Sternberg, 1987).

ELL students rely more heavily on direct instruction

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8,000 0 00251,000 8,000 1.00.110

134,000 21,000 2.40.720251,000 106,000 4.31.830421,000 200,000 6.23.240601,000 282,000 9.24.650722,000 432,000 13.16.560

1,168,000 622,000 16.99.6701,697,000 1,146,000 24.614.2802,357,000 1,823,000 33.421.2904,733,000 4,358,000 67.365.098

TextBooksTextBooksWords Read Per YearMinutes Per DayPercentile

Rank

Variation in the Amount of Independent Reading

R.C. Anderson, 1992

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CategorizingAnd

Classifying

CategorizingAnd

Classifying

Vocabulary Instruction

SynonymsAntonyms

Homonyms

SynonymsAntonyms

Homonyms

Word-LearningStrategies

Strategies Taught

Word-LearningStrategies

Strategies Taught

Specific Word Instruction

Methods of Teaching

Specific Word Instruction

Methods of Teaching

Structural Analysis

Structural Analysis

Word Consciousness

Word Consciousness

IndependentReading

IndependentReading

DirectDefinitions

DirectDefinitionsContext

CluesContext

CluesWord

StructureWord

Structure AnalogiesAnalogies

MappingMapping

Multiple Meaning Words

Multiple Multiple Meaning WordsMeaning Words

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2 Types of Vocabulary

OralWords for which you know the meaning

PrintWords with meanings you figure out from text

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Vocabulary is NOT just…

Teaching Dolch wordsTeaching decodingGuessing the meaning of a word in a sentence

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Vocabulary affects comprehensionVocabulary knowledge is directly related to comprehensionDecoding is NOT enough, you must understand meaning to comprehend textFluent word recognition affects comprehension

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Words are learned…Explicit instruction

Constructing definitionsAnalyzing word structureExploring word relationships

Multiple exposures and examplesHigh reading volume

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Rarity and variety of words found in children’s books is greater than that found in adult conversation!

So read, read, read!!!!!

More words are learned through reading that from spoken language.

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Indirect learning of vocabularyListening to storiesTeacher’s language in the classroomActive participation better than passive

High student response rateReader’s theatre

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Activity- Think, Pair, ShareHow have you learned new words?

Are there any words you learned incorrectly? Why?

Raised birds “Highered the birds”“Zip” of coke sip

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Teaching vocabulary

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Least Effective Strategies

copying definitionswriting sentencesmemorizing definitions from a vocabulary study sheetasking students to use context for unknown words when there is little contextual support

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Most Effective Strategies

using explicit vocabulary instructionusing simple conceptual mapsteaching specific context cluesselecting Tier II words to teachincreasing independent readingdirectly teaching word learning strategiesconnecting new concepts/meanings to existing knowledge base

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Vocabulary instructionBefore reading

Pre-teach essential words (Tier II)

During readingRepeated exposure to wordsIncidental learning Interacting with rich text

After readingEnhance vocabulary through connections (graphic organizers, active involvement with words…)

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Vocabulary selectionTier 1, 2 and 3

Tier 1- Easy, decodable and already familiarConnected with prior knowledgeVery important for ELL and students with limited experiences

Tier 2- High frequency words necessary to understanding… GENERALIZABLETier 3- Others…may need for specific passages/themes, but not generally needed nor high frequency

(Beck & McKewon)

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Figurative language trap for ELLMy heart jumped with joy.It was a crisp fall day.Holy cow!I ate till I was stuffed.

More ? Tell you partner 2 more examplesThis requires explicit instruction!!!

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Partner Activity- Tier 1,2,3 SortWhich words would you choose to pre-teach? Why?

Lorita practiced her cartwheels in gymnastics class.

A caterpillar changes into a pupa before becoming a butterfly.

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Your turnCreate a group of 4 who have the same colored star as you (see back of packet)

Sort these vocabulary words into Tier 1,2,3Be prepared to share your thought process.Are we all in agreement. Why? Why not?

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Activity feedback

Warm -1Inpatient -2Burrow – 3

Marsh - 3Little - 1Convince – 2

Amusing -2Work – 1 Delilghted – 2

Moon – 1Huntsman – 3Happy - 1

Feast – 2Reign – 3Scurry – 2

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Continent -3Timid -2Appropriate – 2

Angry – 1Thicket -3Ship -1

Reluctant -2Story -1Bright -1

Glider -3Ear -1Exhausted – 2

Shawl- 3Clock -1Noble -3

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Two Types of Vocabulary Instruction

Teaching Specific Words

Word Learning Strategies

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Common Methods of Teaching Specific Words in Grades 2-8

Direct definitions

Analogies (word relationships)

Categorizing and classifying

Antonyms, synonyms, and homonyms

Semantic mapping

Feature analysis

Direct definitions

Analogies (word relationships)

Categorizing and classifying

Antonyms, synonyms, and homonyms

Semantic mapping

Feature analysis

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Categorizing & ClassifyingBreak up into 4 groups (about 15 folks)Decide how you might categorize these words.What different ways did you come up with?

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Sort the words

LionSealsSalmon

OstrichesTurtlesMan

DucksHorsesAlligators

VulturesDogsCars

OrcasBoatsCamels

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Categories Things man ridesWaterMammalsPredatorsEgg layersOthers?

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Synonyms, Antonyms,Abbreviations, Homonyms

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Synonym activity

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Antonym activity

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Synonym-antonym connection

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Abbreviation matching activity

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Homophone activity

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Sort activity

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Steps in Explicit Strategy InstructionI do it. We do it. You do it.

Direct explanation

Modeling

Guided practice

Feedback

Application

Direct explanation

Modeling

Guided practice

Feedback

ApplicationDickson, Collins, Simmons, and Kame’enui, 1998

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Teaching specific wordsPreparation

Select Tier 1,2,3 wordsOrder Tier 2 words

InstructionModel decoding strategiesTeach simple definitions Model structural analysis of Tier 2Model context clues in text Integrate multiple exposures

Follow-up- continual review

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Preparation Rodeo life is hard, dirty and dangerous work. Cowboys can fall off their bucking broncos and injure themselves. Ropers need to practice their lariat skills thousands of times. Bull riding is scary, risky business. Working in the rodeo is challenging life.

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1- hard, life, dirty… (add 3 more)2- risky, dangerous, injure…(add 3) 3- lariat (add more)

Teach: I do it.We do it.You do it.

Select Tier 1,2,3 words

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Tier 2 – You do it.Decodable strategy

Look at this wordSound it out

------Teacher does not pronounce vocabulary word…. Builds independence-----Hard means not easyWhat does hard mean everyone?Tell your partner what hard means.

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Tier 2- I do it. We do it. You do itNon-decodable/difficult words

Touch the word (or some cue)This word is dangerousSay it with me…. dangerousWhat word everyone….. DangerousDangerous means not safe. (You could say unsafe)What does dangerous mean? (not safe)Tell your partner what dangerous means.Use in a sentence.(Remember to link “risky” as a synonym)(Tier 3 is taught the same strategy.)

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Strategy- LOOP, LOOP, LOOPReading Big Words

(Look for word parts that you already know like prefixes and suffixes. Look for letter combinations that you already know, such as eaor th. Sound out and blend the syllables to say the word.)

Look at this word… What part? What part? What part? What word? (loop your finger under each part as cue)

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Is this a real word? If not can you change it to make a real word?Does it make sense?

(Teach definition same as for Tier 2)

Note: If the word is too challenging to sound out, teach it using I do it. We do it. You do it. Then go back to LOOP strategy

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Strategy in Action!fi/nal/lyfor/ma/tionun/for/get/ableim/per/fect

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Correction procedureAlways leave your students with the correct response!!!

See, hear, say and possibly write

That word is dangerous.What word?Dangerous means. (only if necessary)What does dangerous mean?

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Team activity-Teach Create a group of 4 with different colored stars.Select 4 words from the cowboy paragraph, create simple definitions and teach them to your team using the instructional format given. (1 word/person)

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ReviewWhy divide your word lists into decodable and necessary?

Why do we need to teach lots and lots of vocabulary through multiple exposures?

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Explicit Instructional FrameworkLook at this word…….Sound it out….What word?

______ means….. What does _____mean? Tell your partner what _________means.

Look at this word…. This word is_______Say it with me__________. What word?

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Correction- See, Hear, Say, WriteThat word is….What word…______ meansWhat does ______ mean?

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Examples and non-examplesStudents say or gesture… Yes on NoIt is dangerous to cross the street without looking. (Have students explain why it is or is not dangerous)When I ride on the sidewalk in my neighborhood it is dangerous. (Have students explain why or why not)

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Expanding meaningsLife has many meanings. It can be the time between when you are born and when you die.Can you think of other definitions for life?In our story, life means a way to live or someone’s business… So rodeo life means being in the rodeo business.Tell your partner what rodeo life means.

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Word why activity

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ScaffoldingTeachers need to:

Prepare and explicitly teach wordsUsing students’ knowledge and skills scaffold as little or as much as necessary to gain concept.

80-90% + 10-20% formula

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Next

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Steps for teaching vocabulary(p. 12 in packet)

Introduce word in contextProvide simple definitionUse in discussionDevelop relationships among words Record words in notebook

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Group activity- Packet pp. 12-13Create a group of 4 people Find the packet activity from Ant Each person:

Pick 2 Tier 2 words and prepare examples and non/examples, prepare discussion starters and develop any relationships among your words

Teach to your groupGroup members provide feedback

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Word-Learning StrategiesCommonly Taught

Context clues

Word structure

Syntactic clues

Context clues

Word structure

Syntactic clues

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Word-Learning Strategies

To promote large-scale long-term vocabulary growth, teachers must aim at increasing students’ incidental word learning.

Nagy, 1988

To promote large-scale long-term vocabulary growth, teachers must aim at increasing students’ incidental word learning.

Nagy, 1988

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Specific Word Instruction

Knowing a word is not an all-or-nothing proposition; it is not the case that one either knows or does not know a word. Rather, knowledge of a word should be viewed in terms of the extent or degree of knowledge that people possess.

Beck & McKeown, 1991

Knowing a word is not an all-or-nothing proposition; it is not the case that one either knows or does not know a word. Rather, knowledge of a word should be viewed in terms of the extent or degree of knowledge that people possess.

Beck & McKeown, 1991

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Context cluesTeach children how to find definitions of a word within a passage. Types: direct definition, restatements synonyms/antonyms,

The strong winds and heavy rain from the hurricane damaged many homes.A darkroom is a room for developing photographs that has very dim, special light and running water..

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Meaning in context activity

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Vocabulary in context- fill in blank

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Word structureDissecting words

Example:Independent- not dependentMeaningful- full of meaningDisorganize- not organized

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Some common prefixes-change meaning of word

Un- not Re- againDis- noPre- beforeAb- not Pro- in favor ofMis- wrong

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Some common suffixes- change how word is used

S- pluralNess- a state of being ( noun)Ist- one who ( noun)Est- the most ( adjective)Ful- full of ( adjective)Er- one who ( noun)Tion/sion-ion- state of ( noun)

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Multiple meaningsDefinition of word as it’s used in passagePresent

Gift- I got a present today.Right now- Newspapers write about the present.To give- I present you with an award.

ColdChilly - (Opposite of hot) -I put on my sweatshirt because I was cold.Runny nose and feeling sick- After my trip I got a cold.

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Multiple meaning vocabulary activity

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Your turn

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Activity in your curriculumMove to the defined curriculum sectionsCreate a group of 4 Complete your template.

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Suggested activitiesWord wallPrefix/suffix/base word treesVocabulary definition postersGame- Words of the week… Keep visual tallies of use of words during classBingoMatching Categorize/classify spin game

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Packet graphic organizersProvides visualsConcept maps

Vocabulary graphingWord mapWord questionsSemantic mapWord chart

Increases understanding and retention

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Graphic organizersVocabulary instructional example

word antonym

synonym

analogy

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Semantic Feature Analysis

xxsnake

xxraccoon

xwhale

Environment(land)

MammalReptile Term

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In Conclusion: Critical Features of Specific Word Instruction

Multiple exposures

Use synonyms and antonyms

Make up a novel sentence

Classify with other words

Direct definitions

Relate the definition to one's own experiencesBig Ideas in Beginning Reading, University of Oregon

Multiple exposures

Use synonyms and antonyms

Make up a novel sentence

Classify with other words

Direct definitions

Relate the definition to one's own experiencesBig Ideas in Beginning Reading, University of Oregon

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Indicator’s of Effective Instruction

Are the words for the selection posted with yes nostudent friendly definitions?

Is a word wall present in the classroom? yes no

Is the word wall and posted vocabulary yes noaccessible for student use?

Are word learning strategies posted? yes no

Does the teacher reference posted resources? yes no

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Observing Instruction~ Introduction of Words

Does the teacher use a DIRECT INSTRUCTION method to introduction new words? (Teach, Model, Practice, and Apply)Are the words chosen appropriate for instruction~Tier II?Does the teacher provide a variety of scaffolded examples to allow students to interact with the words?Does the teacher allow for whole group, active participation when interacting with the words?Is evidence of use of the language arts transparency apparent?Are students given activities for concept mapping?Do students show evidence of ‘understanding’ when interacting with the words?Does teacher assess word knowledge acquisition?

The greatest danger for most of us is not that our aim is too high and we miss it, but that it is too low and we reach it.

Michelangelo

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Packet Activity:Groups of 3-4 Pick 8 wordsDivide into decodable and necessaryDefine- simple, easily understoodUse 2 in sentencesGive examples/non-examples for 2Expand on the meaning of 1 word