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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