adolescent literacy webcast series west virginia department of education august 27, 2008 vocabulary...
TRANSCRIPT
Adolescent Literacy Webcast Series
West Virginia Department of Education
August 27, 2008
Vocabulary Instruction for Upper Elementary and Middle Grades:
Strategies for Success
Essential QuestionsWhy focus on vocabulary instruction?
What are the links between vocabulary and reading comprehension?
What is academic vocabulary and why is it important?
What are the components of effective vocabulary instruction?
How do YOU teach
vocabulary?Brainstorm with your colleagues for one minute. Think about how you presently address vocabulary instruction within your curriculum.
Some vocabulary practices…
Unreliable PracticesResearch-based Practices
Asking students, “Does anyone know what _____ means?”
Numerous independent activities without guidance or immediate feedback
Directing students to “look it up” then use it in a sentence
Relying on context based guessing as a primary strategy
Teacher directed, explicit instruction
Provide opportunities to practice using words
Teach word meanings explicitly and systematically
Teach independent word learning strategies (i.e., contextual strategies & morphemic analysis
Vocabulary is
Oral and written
Expressive and Receptive
Vocabulary instruction is
Direct
Indirect
Why focus on vocabulary instruction?“Of the many compelling reasons for
providing students with instruction to build vocabulary, none is more important than the contribution of vocabulary knowledge to reading comprehension. Indeed, one of the most enduring findings in reading research is the extent to which students’ vocabulary knowledge relates to their reading comprehension.”
(Anderson & Freebody, 1981; Baumann, Kame’enui, & Ash, 2003; Becker, 1977; Davis, 1942; Whipple, 1925)
Vocabulary Knowledge has a Direct Impact on Comprehension
Children’s vocabulary as measured in PreK is directly correlated with reading comprehension in upper elementary grades (Dickinson and Tabois, 2001).
Cunningham and Stanovich (1997) reported finding that “vocabulary as assessed in grade 1 predicts more than 30 percent of grade 11 reading comprehension.”
The Vocabulary Gap
Grade Average Student Bottom 25%
End of PreK 3,440 2,440
End of Kindergarten 4,300 3,016
End of Grade 1 5,160 3,592
End of Grade 2 6,020 4,168
(Biemiller, 2005b)
Vocabulary Gap
The vocabulary gap grows each year(Stanovich, 1986).
Beginning in the intermediate grades, the “achievement gap” between socioeconomic groups is a language gap (Hirsh, 2002).
For those students who are English Language Learners, the achievement gap is a vocabulary gap (Carlo, et al., 2004).
Actual Differences in LanguageQuantity of Words Heard
Quality of Words Heard
In a typical hour, the average child will hear:
Welfare 616 words
Working Class 1,251 words
Professional 2,153 words
In a typical hour, the average child will hear:
Professional 32 affirmations and 5 prohibitions
Working Class 12 affirmations and 7 prohibitions
Welfare 5 affirmations and 11 prohibitions
Closing the Vocabulary Gap
Research-based Strategies for Improving Student Vocabulary
So many words…
How many words do we expect students to learn?
How many words can students actually learn and
what teaching methods are most effective?
How many words can we expect to teach explicitly
and for which words can we give immediate, brief
explanations?
How can we increase student knowledge of words
as well as the number of words they actually learn?
Getting Them All EngagedChoral ResponsesPartner ResponsesWritten ResponsesIndividual Responses
“It’s not what you say or do that ultimately matters…It is what you get the students to do as a result of what you said and did that counts.”
(Archer, Feldman, & Kinsella, 2008)
Vocabulary CasseroleIngredients Needed:
20 words no one has ever heard before in his life1 dictionary with very confusing definitions1 matching test to be distributed by Friday1 teacher who wants students to be quiet on Mondays copying
words
Put 20 words on chalkboard. Have students copy then look up in dictionary. Make students write all the definitions. For a little spice, require that students write words in sentences. Leave alone all week. Top with a boring test on Friday.
Perishable. This casserole will be forgotten by Saturday afternoon.
Serves: No one.
Adapted from When Kids Can’t Read, What Teachers Can Do by Kylene Beers
Vocabulary TreatIngredients Needed:
5-10 great words that you really could use 1 thesaurusMarkers and chart paper1 game like Jeopardy or BINGO1 teacher who thinks learning is supposed to be fun
Mix 5 to 10 words into the classroom. Have students test each word for flavor. Toss with a thesaurus to find other words that mean the same. Write definitions on chart paper and let us draw pictures of words to remind us what they mean. Stir all week by a teacher who thinks learning is supposed to be fun. Top with a cool game on Fridays like jeopardy or BINGO to see who remembers the most.
Serves: Many Adapted from When Kids Can’t Read, What Teachers Can Do by Kylene Beers
Word Selection for Explicit Instruction
Due to the extensive vocabulary gap and the immense amount of words located within school texts, strategic selection of vocabulary to be taught explicitly is required.
Select a relatively small number of words for explicit instruction, 3-10 words per story or selection.
Select words that are unknown, critical to the meaning and words that the student will likely encounter in the future. (Archer, 2008)
So, which words do we teach?Useful words (Tier 1):
clock, baby, happyHigh-frequency words (Tier 2):
coincidence, absurd, industriousSpecific domain words(Tier 3):
isotope, lathe, peninsula
From: Bringing Words to Life - Robust Vocabulary Instruction by Isabelle Beck, Margaret McKeown, & Linda Kucan
Instructional Routine for Explicit Vocabulary Instruction
Introduce the word.Introduce the meaning of the word
with a student friendly explanation.Illustrate the word with examples and non-examples.
Check for student understanding.
(Anita Archer, 2008)
What is Academic Vocabulary?Academic vocabulary refers to the specialized, high-utility words used in the classroom
Academic vocabulary includes high-use academic words (e.g., analyze, summarize, evaluate, formula, respond, specify)
Academic language includes the vocabulary, grammar & syntax necessary to competently discuss a topic
Why Teach Academic Vocabulary?
Students need to learn the language of written text and academic content areas through direct, explicit instruction.
Most students do not come to school prepared to comprehend academic language therefore it must be taught explicitly with students having access to numerous practice opportunities
Academic Vocabulary Examplesanalysis approach area assessm
ent assume authority
available benefit
concept consisten
t constituti
onal context contract create data definition
environment
established
estimate evidence export financial formula function http://language.massey.ac.nz/staff/awl/awlinfo.shtml
(Academic Word Lists)
Intentional Teaching of Academic VocabularyStructure academic conversations by
providing sentence starters:I predict ___________________.I predict __________________ because
______________.Encourage students to use “smart” words:
delighted instead of happyaccurate instead of goodhypothesize instead of guessillustrate instead of drawcomment instead of tellseek instead of find
Growing Rich Vocabularies
How can we possibly teach all the words students need to learn?
In an attempt to close the vocabulary gap, students must learn a large volume of words…more words than we can teach.
Word learning strategies arm students with ways to gain understanding from unknown words.
Word Learning Strategies
Using context cluesUtilizing morphemic analysisTeaching the word familiesTeaching cognate awarenessFostering word consciousnessExposing students to vocabulary
multiple times and in various manners
Fostering Word ConsciousnessTeach similes, metaphors and
idioms.Have fun with word play by utilizing
riddles, puns, anagrams, acronyms and tongue twisters.
Provide students with a print rich environment.
Engage students in activities that explore the history of words and word origins.
Encourage Wide Reading“The best way to foster
vocabulary growth is to promote wide reading.” (Anderson, 1992)
Maximize access to reading materials and quality, authentic text.
Capture students curiosity with read alouds, book talks and author studies.
Expect reading outside of class.
Vocabulary is a lifelong pursuit….
“Vocabulary knowledge is not something that can ever be fully mastered; it is something that expands and deepens over the course of a lifetime.” (Vocabulary Handbook, p.2)
Vocabulary knowledge is knowledge; the knowledge of a word not only implies how that word fits into the world.” (Stahl, 2005)
Vocabulary Resources
Professional Learning Community Suggestions
William Nagy
Michael Graves
Kylene Beers
Robert Marzano
Kylene Beers
Teach 21 Strategies Bank
http://wvde.state.wv.us/strategybank/vocabulary.html
Teach 21 Strategy Bank - Vocabulary
Other Helpful Websites
www.fcrr.org practice activities for vocabulary for grades 4 and 5 can be easily adapted for older students
www.scoe.org Anita Archer’s vocabulary instruction videos & Kevin Feldman’s presentations
www.freereading.org Includes a wide variety of learning activities to develop and sharpen reading skills
www.interventioncentral.org Various reading interventions are explored and recommendations given
www.readingrockets.org Provides strategies for working with struggling readers, lessons, webcasts, techniques for teaching reading and podcasts to see it all in action
http://www.textproject.org/
Access to find WordZones lists, presentations, reports and other useful information related to vocabulary and comprehension instruction.
TextProject
Florida Center for Reading ResearchSpecific instructional routines and student learning center activities for Grades 4 & 5.
http://www.fcrr.org/Curriculum/studentCenterActivities.htm
FCRR – Student Center Activities
http://www.fcrr.org/Curriculum/studentCenterActivities.htm
Student-Friendly Dictionaries
Collins Cobuild Student’s Dictionary ISBN: 0007126409; www.heinle.com
Heinle’s Newbury House Dictionary of American English
ISBN: 0838426573; www.heinle.com
Longman Dictionary of American English www.longman.com
Student Friendly Definitions
www.longman.com
Recommended Books Beck, I.L., McKeown, M.G. & Kucan, L. (2002). Bringing Words to Life: Robust
Vocabulary Instruction. New York: The Guilford Press. Baumann, J.F. 7 Kame’enui, E.J. (2004) Vocabulary Instruction: Research to Practice.
New York: The Guilford Press. Biemiller, A. (1999). Language and Reading Success. Brookline, MA: Brookline Books. Graves, M.F. (2006). The Vocabulary Book: Learning and Instruction. New York:
Teacher’s College Press, Diamond, L. & Gutlohn (2006). Vocabulary Handbook. Berkley, CA: Consortium on
Reading Excellence, Inc. Hart, B., & Risley, T.R. (1995) Meaningful Differences in the Everyday Experience of
Young American Children. Baltimore, MD: Paul H. Brookes. Heibert, E.H. & Kamil, Michael. (2005) Teaching and Learning Vocabulary: Brining
Scientific Research to Practice. Mahwah, NJ: Erlbaum 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 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
Next Webcast
When? Wednesday, October 29th, 3:15-4:15 p.m.
Who?Upper elementary and middle school Literacy Leadership Teams and Reading/English Language Arts teachers
What? Strategic vocabulary selection, independent reading, academic vocabulary for R/ELA, assessment of vocabulary
Contact UsLinda Palenchar,
CoordinatorOffice of Special
.wv.us
Angie Ware, RTI SpecialistRESA II
http://wvde.state.wv.us/ose/RtI.html