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Vocabulary Direction
Claude Huyck and White Church
By: Destiny Lorance
© 2005
Beginning our Search
Why Study Vocabulary?
Read Aloud and Silent Reading
►5
minutes per week = 21,000 words
► 10 minutes per week = 622,000 words
► 15 minutes per week = 1,146,000 words
► 60 minutes per week = 4,358,000 words
Information from Oregon’s Reading First
http://oregonreadingfirst.uoregon.edu/downloads/IBR5_ELLsession.
pdf
Importance of Vocabulary
► Vocabulary
size in kindergarten is an effective
predictor of reading comprehension in the
middle elementary years (Scarborough, 1998)
► Adequate reading comprehension depends on a
person already knowing 90-95% of the words
in a text (Nagy and Scott, 2000)
Zapping the Vocabulary Gap
► Research
shows that most children need to encounter
a word at least 12 times to improve comprehension.
►
Struggling readers need a more intense vocabulary focus.
► Children
with restricted vocabulary by Grade 3 have
declining comprehension scores in the later
elementary years. (Chall, Jacobs, and Baldwin, 1990)
► Primary students learn an average of 8 words a day,
but some learn as few as 2 words per day.
► 300-400 new word meanings can be taught per year
through direct instruction. This is a significant
proportion of the words that students who are at risk
will learn (Stahl and Shiel, 1999)
Why Teach Vocabulary?
You can teach an enthusiasm for new
You can’t possibly teach all the words that
words and give your class a bank of
students need to learn
known vocabulary words.
Students with vocabulary needs are often
Students should
to learn
new words
struggling
readersread
(focusing
on decoding
more
than comprehension).
Students learn what to do when they come
Read
Alouds
are through
time consuming
to difficult
words
think-alouds
and they also learn strategies for
understanding new words.
Vocabulary Lesson Format
Processes for Learning New Words
5-Step Process (Marzano et. Al., 2001)
► Teacher
explanation or description (brief)
► Nonlinguistic representation (picture/animation)
► Student generated explanation or
description
► Student created nonlinguistic representation
► Review of previous words
Components of a Comprehensive
Vocabulary Program
(Grave’s 2000)
► Teach
individual words
► Teach strategies for learning words
independently
► Teach word consciousness
► Allow time for Independent Reading
(i.e., providing children frequent, extensive, and varied
opportunities to engage in independent reading).
► Review
previous words
Ms. Lorance’s Lesson
Teach vocabulary daily during guided
►
Tuesday-Introduce
new words,
review
reading,
math, transitions,
writing,
and other
previous
words (list in the room)
subject
areas
► Wednesday-Review Tuesday’s words, review
Display
vocabulary
as often
as possible.
previous
words, written
component
►
Thursday-Review
Tuesday’s
words,
review
Make
it a point to reward
students
finding
previous
words,
written
our
vocabulary
words
and component
getting help(add
on
Tuesday’s
word to the review)
unknown
words
***I need to work at finding reading materials that include
Daily
observation
of word
90-95 percent
of the words
that arelearning.
well-known by students
Quarterly
of vocabulary.
***Sticking topre/post
the less is assessment
more theory
Vocabulary in Guided Reading?
► Use
word study time
► Allow
for interactive discussions
► Make
some seatwork apply to vocabulary
► Teach
word parts
(word study or discussion time)
Processes for Learning New Words
Using Context
► Identify
the unknown word
► Identify relevant information from the
context (hints or cues to word meaning)
► Read sentences before and after the word
► Infer the word’s meaning
► Try a meaningful word that you’ve created
in the sentence to see if it words.
Vocabulary in Math?
► Introduce
new terms (there are lists for
each Investigation’s unit)
► Give visual representations if possible
► Display terms
► Review previously taught terms
► Use math language in everyday situations
Choosing Words
► Tier
I – everyday oral vocabulary (happy, good,
nice, sad, fast, etc.)
► Tier
II – unfamiliar, but understandable, located
in different contexts, likely to be needed in the
future (have instructional potential or depth to
be connected to other words or concepts that
children understand)
► Tier
III – words specific to one content area,
rare or unique words, unlikely to be encountered
frequently in multiple texts
Definitions
(adapted from Coyne, Kame’enui and Chard 2003)
Which is better?
Sturdy: soundly constructed or constituted
Cottage: a smallish frame dwelling
Or
Sturdy: strong
Cottage: a small house
Vocabulary is NOT
► Teaching
formal dictionary definitions – using
dictionaries strategically (to see if a word has
other forms, learn additional meanings, etc.)
► Copying definitions
► Writing sentences before learning words
► Telling students to just use context – ineffective 19
out of 20 times, when reading grade level texts
(Nagy, 1998)
► Memorizing lists of unrelated words
Assessment Options
► Multiple
Choice
► Cloze
► Matching
►2
Sentences Per Word (Choose the best example)
► Alike/Different for a pair of words
► Continuum
► Create Examples
Describe some things that could make a person feel
disgruntled.
Tell about a time you were perplexed.
Greek and Latin Roots
Prefixes
(this list comprise 96% according to Stahl and Kapinus, 2001)
► Un
► Re
► In (not or in)
► Im (not or in)
► Il (not)
► Ir (not)
► Dis
► Tele
(distant)
► Em
► De
► Non
► Trans
► Over
► Super
► Mis
► Semi
► Sub
► Anti
► Pre
► Mid
► Inter
► Under
► En
► Fore
► Bi
(Two)
(across)
► Mono (One)
Suffixes
(this list comprise 96% according to Stahl and Kapinus, 2001)
► S,
es
► Ed
► Ing
► Ly
► Er
► Or
► Ible
► Al
► Ail
► Er
► Ive
► Ion
► Ative
► Tion
► Tive
► Ation
► Ful
► Ition
► Less
► Able
► Est
Y
Ness
Ity
Ty
Ment
Ic
Ous
Eous
Ious
En
Graph (write)
Word Sorts
Tier 3 words
Definition
Sorts – CategoriesDictionary
are given to
students
► Open Sorts – Categories are not
given
to
Tier
2 words
students
► Closed
Nonlinguistic representations
Choosing Words
Review
Tier 1 words
Vocabulary Activities
Active Engagement
Applause, Applause!
Students should clap to indicate if their
character (in a book) would be described
with the following words.
Intelligent, dependable, courageous,
distasteful, sincere, modest, rude,
Processes for Learning New Words
Key Word Strategy
► Target
Word and Definition
► Students create a similar sounding keyword
► Students develop a statement relating the
target word to the keyword
► Students create a visual image connecting
the keyword to the target word and its
definition
Word Pairs
When given 2 words, students will decide if
they are the same, opposites, go together
or have no relation
Example:
Urban/suburban
Same? Opposite? Go together? No relation?
Frayer Model
Definition in their own
words
Facts/Characteristics
Target Word
Examples
Non-examples
Rating Scale Example
Students choose whether
they know the word
well, have heard of it,
or know nothing about
the word.
Knows Well Heard of It
sitophobia
polyphagia
masticate
Never Heard
Linear Arrays
Words, Words, Words (Allen, 1999)
Identical
anorexic
Similiar
skinny
small
Opposite
average
obese
Four Square Vocabulary
Word Power (Stahl and Kapinus 2001)
Block 1
Target word
Examples of the concept
Block 3
Box 4
Block 2
Definition of the concept Nonexamples of the concept
Semantic Feature Analysis
►A
grid that compares words to features of
those words. (best used around a common idea)
Example:
Bicycle would get checks under wheels and
people powered, but not motor powered
or uses fuel
Tractor would get checks under wheels,
motor powered, and uses fuel, but not
people powered.
Vocabulary Blog
I’m still learning how efficiently and effectively
teach vocabulary to “zap the gap”. Please
share what you’re doing to teach
vocabulary.
How can teachers communicate efficiently and
effectively?
http://wcewildcats.blogspot.com