Vocabulary DirectionVocabulary DirectionClaude Huyck and White Claude Huyck and White

ChurchChurch

By: Destiny LoranceBy: Destiny Lorance© 2005© 2005

Beginning our SearchBeginning our SearchWhy Study Vocabulary?Why Study Vocabulary?

Read Aloud and Silent Read Aloud and Silent ReadingReading

►5 minutes per week = 21,000 words5 minutes per week = 21,000 words►10 minutes per week = 622,000 words10 minutes per week = 622,000 words►15 minutes per week = 1,146,000 15 minutes per week = 1,146,000

wordswords►60 minutes per week = 4,358,000 60 minutes per week = 4,358,000

wordswords

Information from Oregon’s Reading First

http://oregonreadingfirst.uoregon.edu/downloads/IBR5_ELLsession.pdf

Importance of VocabularyImportance of Vocabulary

►Vocabulary size in kindergarten is an Vocabulary size in kindergarten is an effective predictor of reading effective predictor of reading comprehension in the middle elementary comprehension in the middle elementary years (Scarborough, 1998)years (Scarborough, 1998)

►Adequate reading comprehension Adequate reading comprehension depends on a person already knowing 90-depends on a person already knowing 90-95% of the words in a text (Nagy and 95% of the words in a text (Nagy and Scott, 2000)Scott, 2000)

Zapping the Vocabulary GapZapping the Vocabulary Gap► Research shows that most children need to Research shows that most children need to

encounter a word at least 12 times to improve encounter a word at least 12 times to improve comprehension.comprehension.

► Struggling readers need a more intense vocabulary focus.Struggling readers need a more intense vocabulary focus.► Children with restricted vocabulary by Grade 3 Children with restricted vocabulary by Grade 3

have declining comprehension scores in the later have declining comprehension scores in the later elementary years. elementary years. (Chall, Jacobs, and Baldwin, 1990)(Chall, Jacobs, and Baldwin, 1990)

► Primary students learn an average of 8 words a Primary students learn an average of 8 words a day, but some learn as few as 2 words per day.day, but some learn as few as 2 words per day.

► 300-400 new word meanings can be taught per 300-400 new word meanings can be taught per year through direct instruction. This is a year through direct instruction. This is a significant proportion of the words that students significant proportion of the words that students who are at risk will learn (Stahl and Shiel, 1999)who are at risk will learn (Stahl and Shiel, 1999)

Read Alouds are time consuming

Students should read to learn new words

You can’t possibly teach all the words that students need to learn

Students learn what to do when they come to difficult words through think-alouds and they also learn strategies for understanding new words.

Students with vocabulary needs are often struggling readers (focusing on decoding more than comprehension).

You can teach an enthusiasm for new You can teach an enthusiasm for new words and give your class a bank of words and give your class a bank of known vocabulary words.known vocabulary words.

Why Teach Vocabulary?Why Teach Vocabulary?

Vocabulary Lesson FormatVocabulary Lesson Format

Processes for Learning New Processes for Learning New WordsWords

5-Step Process 5-Step Process (Marzano et. Al., (Marzano et. Al., 2001)2001)►Teacher explanation or description Teacher explanation or description

(brief)(brief)►Nonlinguistic representation Nonlinguistic representation

(picture/animation)(picture/animation)

►Student generated explanation or Student generated explanation or descriptiondescription

►Student created nonlinguistic Student created nonlinguistic representationrepresentation

►Review of previous wordsReview of previous words

Components of a Components of a Comprehensive Vocabulary Comprehensive Vocabulary

ProgramProgram(Grave’s 2000)(Grave’s 2000)

►Teach individual wordsTeach individual words►Teach strategies for learning words Teach strategies for learning words

independentlyindependently►Teach word consciousnessTeach word consciousness►Allow time for Independent Reading Allow time for Independent Reading (i.e., providing children frequent, extensive, and (i.e., providing children frequent, extensive, and

varied opportunities to engage in independent varied opportunities to engage in independent reading).reading).

►Review previous wordsReview previous words

Ms. Lorance’s LessonMs. Lorance’s Lesson

►Tuesday-Introduce new words, review Tuesday-Introduce new words, review previous words (list in the room)previous words (list in the room)

►Wednesday-Review Tuesday’s words, Wednesday-Review Tuesday’s words, review previous words, written componentreview previous words, written component

►Thursday-Review Tuesday’s words, review Thursday-Review Tuesday’s words, review previous words, written component (add previous words, written component (add Tuesday’s word to the review)Tuesday’s word to the review)

Daily observation of word learning.Daily observation of word learning.Quarterly pre/post assessment of vocabulary.Quarterly pre/post assessment of vocabulary.

Teach vocabulary daily during guided reading, math, transitions, writing, and other subject areas

Display vocabulary as often as possible.

Make it a point to reward students finding our vocabulary words and getting help on unknown words***I need to work at finding reading materials that include 90-95 percent of the words that are well-known by students

***Sticking to the less is more theory

Vocabulary in Guided Vocabulary in Guided Reading?Reading?

►Use word study timeUse word study time

►Allow for interactive discussionsAllow for interactive discussions

►Make some seatwork apply to vocabularyMake some seatwork apply to vocabulary

►Teach word parts Teach word parts (word study or discussion time)(word study or discussion time)

Processes for Learning New Processes for Learning New WordsWords

Using ContextUsing Context► Identify the unknown wordIdentify the unknown word► Identify relevant information from the Identify relevant information from the

context (hints or cues to word meaning)context (hints or cues to word meaning)►Read sentences before and after the wordRead sentences before and after the word► Infer the word’s meaningInfer the word’s meaning►Try a meaningful word that you’ve created Try a meaningful word that you’ve created

in the sentence to see if it words.in the sentence to see if it words.

Vocabulary in Math?Vocabulary in Math?

► Introduce new terms (there are lists Introduce new terms (there are lists for each Investigation’s unit)for each Investigation’s unit)

►Give visual representations if possibleGive visual representations if possible►Display termsDisplay terms►Review previously taught termsReview previously taught terms►Use math language in everyday Use math language in everyday

situationssituations

Choosing Words Choosing Words ► Tier I – everyday oral vocabulary (happy, Tier I – everyday oral vocabulary (happy,

good, nice, sad, fast, etc.)good, nice, sad, fast, etc.)

► Tier II – unfamiliar, but understandable, Tier II – unfamiliar, but understandable, located in different contexts, likely to be located in different contexts, likely to be needed in the future (have instructional needed in the future (have instructional potential or depth to be connected to other potential or depth to be connected to other words or concepts that children understand)words or concepts that children understand)

► Tier III – words specific to one content area, Tier III – words specific to one content area, rare or unique words, unlikely to be rare or unique words, unlikely to be encountered frequently in multiple textsencountered frequently in multiple texts

DefinitionsDefinitions(adapted from Coyne, Kame’enui and Chard (adapted from Coyne, Kame’enui and Chard

2003)2003)

Which is better?Which is better?

Sturdy: soundly constructed or Sturdy: soundly constructed or constitutedconstituted

Cottage: a smallish frame dwellingCottage: a smallish frame dwelling

OrOr

Sturdy: strongSturdy: strong

Cottage: a small houseCottage: a small house

Vocabulary is NOTVocabulary is NOT

► Teaching formal dictionary definitions – using Teaching formal dictionary definitions – using dictionaries strategically (to see if a word has dictionaries strategically (to see if a word has other forms, learn additional meanings, etc.)other forms, learn additional meanings, etc.)

► Copying definitionsCopying definitions► Writing sentences before learning wordsWriting sentences before learning words► Telling students to just use context – Telling students to just use context –

ineffective 19 out of 20 times, when reading ineffective 19 out of 20 times, when reading grade level texts (Nagy, 1998)grade level texts (Nagy, 1998)

► Memorizing lists of unrelated wordsMemorizing lists of unrelated words

Assessment OptionsAssessment Options► Multiple Choice Multiple Choice ► ClozeCloze► MatchingMatching► 2 Sentences Per Word (Choose the best 2 Sentences Per Word (Choose the best

example)example)► Alike/Different for a pair of wordsAlike/Different for a pair of words► ContinuumContinuum► Create ExamplesCreate Examples

Describe some things that could make a Describe some things that could make a person feel person feel disgruntleddisgruntled..

Tell about a time you were Tell about a time you were perplexedperplexed..

Greek and Latin RootsGreek and Latin Roots

Prefixes Prefixes (this list comprise 96% according to Stahl and Kapinus, 2001)(this list comprise 96% according to Stahl and Kapinus, 2001)

►UnUn►ReRe► In In (not or in)(not or in)► Im Im (not or in)(not or in)

► Il Il (not)(not)

► Ir Ir (not)(not)

►DisDis►Tele Tele (distant)(distant)

►EmEm►NonNon►OverOver►MisMis►SubSub►PrePre► InterInter►EnEn►Bi (Two)Bi (Two)

►DeDe►Trans Trans (across)(across)

►SuperSuper►SemiSemi►AntiAnti►MidMid►UnderUnder►ForeFore►Mono Mono (One)(One)

SuffixesSuffixes (this list comprise 96% according to Stahl and Kapinus, 2001)(this list comprise 96% according to Stahl and Kapinus, 2001)

► S, esS, es► EdEd► IngIng► LyLy► ErEr► OrOr► IonIon► TionTion► AtionAtion► ItionItion► AbleAble

YY

NessNess

ItyIty

TyTy

MentMent

IcIc

OusOus

EousEous

IousIous

EnEn

Graph Graph (write)(write)

► IbleIble► AlAl► AilAil► ErEr► IveIve► AtiveAtive► TiveTive► FulFul► LessLess► EstEst

Word SortsWord Sorts

►Closed Sorts – Categories are given to Closed Sorts – Categories are given to studentsstudents

►Open Sorts – Categories are not given Open Sorts – Categories are not given to studentsto students

Tier 3 words

Tier 2 words

Dictionary Definitions

Tier 1 wordsReview

Nonlinguistic representations

Student friendly

definitions

DirectChoosing Words

Guided

Reading

Active

Engagement

Independent

Reading

Vocabulary ActivitiesVocabulary Activities

Active EngagementActive Engagement

Applause, Applause!Applause, Applause!

Students should clap to indicate if their Students should clap to indicate if their character (in a book) would be character (in a book) would be described with the following words.described with the following words.

Intelligent, dependable, courageous, Intelligent, dependable, courageous, distasteful, sincere, modest, rude, distasteful, sincere, modest, rude,

Processes for Learning New Processes for Learning New WordsWords

Key Word StrategyKey Word Strategy►Target Word and DefinitionTarget Word and Definition►Students create a similar sounding Students create a similar sounding

keywordkeyword►Students develop a statement relating Students develop a statement relating

the target word to the keywordthe target word to the keyword►Students create a visual image Students create a visual image

connecting the keyword to the target connecting the keyword to the target word and its definitionword and its definition

Word PairsWord Pairs

When given 2 words, students will When given 2 words, students will decide if they are the same, opposites, decide if they are the same, opposites, go together or have no relationgo together or have no relation

Example:Example:

Urban/suburbanUrban/suburban

Same? Opposite? Go together? No Same? Opposite? Go together? No relation?relation?

Frayer ModelFrayer Model

Definition in their own Definition in their own wordswords

Facts/CharacteristicsFacts/Characteristics

ExamplesExamples Non-examplesNon-examples

Target Word

Rating Scale ExampleRating Scale Example

Students choose Students choose whether they know whether they know the word well, have the word well, have heard of it, or know heard of it, or know nothing about the nothing about the word. word.

sitophobiasitophobia

polyphagipolyphagiaa

masticatemasticate

Knows Knows WellWell

Heard of ItHeard of It Never Never HeardHeard

Linear ArraysLinear ArraysWords, Words, Words (Allen, Words, Words, Words (Allen,

1999)1999)

SimiliarSimiliar OppositeOppositeIdenticalIdentical

skinnyskinny obeseobeseanorexicanorexic smallsmall averageaverage

Four Square VocabularyFour Square VocabularyWord Power Word Power (Stahl and Kapinus (Stahl and Kapinus

2001)2001)

Block 1Block 1

Target wordTarget wordBlock 2Block 2

Examples of the conceptExamples of the concept

Box 4Box 4Nonexamples of the conceptNonexamples of the concept

Block 3Block 3Definition of the conceptDefinition of the concept

Semantic Feature AnalysisSemantic Feature Analysis

►A grid that compares words to A grid that compares words to features of those words. features of those words. (best used around (best used around a common idea)a common idea)

Example:Example:

Bicycle would get checks under wheels Bicycle would get checks under wheels and people powered, but not motor and people powered, but not motor powered or uses fuelpowered or uses fuel

Tractor would get checks under wheels, Tractor would get checks under wheels, motor powered, and uses fuel, but not motor powered, and uses fuel, but not people powered.people powered.

Vocabulary BlogVocabulary Blog

I’m still learning how efficiently and I’m still learning how efficiently and effectively teach vocabulary to “zap effectively teach vocabulary to “zap the gap”. Please share what you’re the gap”. Please share what you’re doing to teach vocabulary. doing to teach vocabulary.

How can teachers communicate How can teachers communicate efficiently and effectively? efficiently and effectively?

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