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Vocabulary Instruction for Struggling Readers A Struggling Reader is defined as a student who lacks the skills to comprehend grade-level texts. The fewer words one knows, the more difficulty the struggling reader has with the task of reading. The more difficult the task; the less it is performed. Therefore, the less able reader lacks the proficiency to engage in free time reading. What Factors Affect Vocabulary Learning? Instruction that embraces wide reading and direct explanation of the meanings of words through thought-provoking, interactive, engaging lessons A students’ socioeconomic status plays an important role in the vocabulary development A great deal of vocabulary is learned from wide reading and talking about what is read, or from the natural-acquisition-of -words approach. Most of the words that appear in primary-grade books are usually part of children’s speaking and listening vocabularies. This changes as children are required to do more content-area reading from texts. The Four Stages of Knowing a Word Having never seen or heard the word; Having heard the word, but not knowing what it means; Recognizing the word in context Knowing and using the word Concentrate your instruction on “almost known” words in stages 2 and 3 to help students to move into stage 4 knowing and using the word. The Three Tiers of Vocabulary Instruction Important words to teach are words that are critical to comprehending the text. If the word is a high utility word and will be encountered often, it should be taught. First tier~ school, hot, red, mother, cat, and hospital Second Tier~ High utility words such as convenient, general, moral, compromise Third Tier~ Words that are specific to the content The Three Tiers of Vocabulary Basic Words (Tier 1 Words) High-Utility Words (Tier 2 Words) Technical Words (Tier 3 Words) forget smoke fall lost soda bottle geologist pressure expand erupt prediction tectonic plates magma mantle lava Teaching Tier Two Words Text Impressions Contextual Redefinition Example and Non Example Text Impressions Text Impressions invites students to review a list of words, compose a paragraph using these words, and engage in discussion on a topic they are about to study. Select 10 to 20 words/phrases – List the words and phrases vertically – Read through the words and phrases with the students – Invite the students to make general predictions about the topic by using the words. – Write a collaborative paragraph connecting the words and phrases. – Read the assigned text and add a sticky note to each page where the tier 2 word appears. – When the students have finished reading, they should revisit their paragraphs to summarize, make revisions based on the new information, or add illustrations. – Ask, “How did using Tier 2 words increase the quality of the writing?” Contextual Redefinition Words geologist 0=Don’t Know 1=Have heard 2= Know & use Predicted Meaning Before Reading Meaning After Reading Context Clues Example and Non-Example This strategy helps students analyze and practice essential characteristics of Tier 2 words while eliminating nonessential characteristics (Frayer, Frederick, & Klausmeier, 1969; Tierney, et al., 1995; Brassell & Flood, 2004) Example and Non Example • Select five to eight Tier 2 words from the targeted text. • Write each word, a definition, and an example or situation on a separate index card for partner groups or on a transparency or chart for a larger group of students. • Write additional examples and non-examples of each word • Give students a blank vocabulary sheet and the students will complete columns 1,2, and 3 on the vocabulary sheet. • When all examples and non-examples have been completed, have a class discussion of what information prompted their decisions. • Read the assigned text together and use sticky notes to mark the Tier 2 words. • Use the text to complete the Text-Content column of the chart. • Once they are comfortable with a word, have them work with their partner or group using the text content, dictionary, and thesaurus to write their own examples and non-examples. geologist Definition: Example: Nonexample: TextContent: A scientist who studies the structure of the earth’s crust, its layers, and rock formations is a geologist. Some scientists have studied the layers of rock in the Grand Canyon to see when they were formed. Some scientists study plants that grow on the earth’s surface. Geologists who repeated surveys of Mount St. Helen’s during April and May showed the bulge was growing northward at an average rate of about five feet per day. Bibliography Beck, I, McKeown, M.G. & Kucan, L.(2002). Bringing Words to Life. The Guilford Press, New York. Block, C., &Mangieri, J.N.(2006).The Vocabulary Enriched Classroom. Scholastic, New York. Presented by Cynthia Kennedy Literacy Resource Specialist