The BIG FIVE Components of Reading Vocabulary Development

1. The BIG FIVEComponents of ReadingVocabulary Development

2. The Big Five Components of ReadingObjectives for Vocabulary You will be able to • Identify the vocabulary component of the Big 5 of Reading and find how to assess it • Learn how to choose vocabulary words to teach • Learn a format for teaching vocabulary • Become intentional in planning so vocabulary development is present in all your lessons • Plan a lesson that contains intentional vocabulary development

3. Vocabulary for This Component • Tier 1, Tier 2, and Tier 3 words • Receptive vocabulary • Productive vocabulary • Function words • Incidental teaching • Intentional teaching

4. The Big 5 Components of Reading Comprehension Phonics Vocabulary

5. Common Core StandardsReading State Standards for English Language Arts & Literacy in History/Social Studies, Science, Technical Subjects 4 - Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning and tone. From “Balanced Literacy” CMS Literacy Facilitators’ Training

6. Common Core StandardsLanguage 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate

7. Common Core StandardsLanguage 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings

8. Grade Level Standards • K – homographs (duck/duck), affixes • 1 – affixes, roots and affixes (look, looked) • 2 – prefixes, compounds, shades of meaning (toss, throw, hurl) • 3 - affixes, similar roots (company, companion), dictionaries • 4-5 - Greek and Latin roots and affixes, dictionaries

9. Independent Reading Writing Balanced Literacy Word Work Supported Reading

10. Research • Use of multiple approaches is effective to teach vocabulary, including direct instruction, words in context, and wide reading. • Repeated exposures to new vocabulary in meaningful contexts is effective. From “Balanced Literacy” CMS Literacy Facilitators’ Training

11. Summarize to your partner This is strictly a pantographic hauntography of proto-mantic motherworlds. Mysteriograms of toposonic radiances are deconstructed and raptoluminal resonances at residual numinophillic nemeta sites are reiterated in the mycoboreal precincts. Press release publicizing music of the band Infernal Method

12. What is Vocabulary? • Primary teachers: sight words • Intermediate teachers: content words Vocabulary is knowledge of words and word meanings • Oral: listening and speaking • Print: reading and writing • Two forms: • Receptive: recognize words when we hear or read • Productive: recognize words when we speak or write

13. Why Is Vocabulary Important? 100 years of research: • The extent of students’ vocabulary relates strongly to their reading comprehension and overall academic success • Affects even phonological awareness • Significant predictor in kindergarten and first grade of comprehension in middle and high school • Vocabulary development is a fundamental goal for students in the early grades. However, very little instructional time is devoted to vocabulary development.

14. The Vocabulary Gap Hart and Risley (1995) conducted a longitudinal study of children and families from 3 groups: Professional families Working class families Families on welfare c

15. Meaningful Differences

16. How Many Words Do Students Need to Know? • Consensus among researchers: 2,000 to 3,500 distinct words each year added to reading vocabularies. • Only 8 to 10 words can be taught effectively each week. • Rest come through incidental learning.

17. Continuum of Word Knowledge -Do not know the word -Have seen or heard the word -Know something about the word -Know well, can explain it

18. Research on Vocabulary Instruction • Vocabulary from a text should be taught directly and indirectly • Repetition and multiple exposures in multiple contexts are important • Learning in rich contexts is valuable • Words should be ones useful in many contexts • Words should come from content to be read

19. Research on Vocabulary Instruction • Vocabulary tasks should meet needs of students. • Vocabulary learning is effective when it entails active engagement • Vocabulary can be acquired through incidental learning • Dependence on a single instructional method will not result in optimal learning

20. Instruction for Vocabulary Development • No single method works • incidental learning • intentional learning

21. Incidental Learning of Vocabulary • Home is where much vocabulary is acquired. Sources of oral and written language: Rare words per 1,000 Newspapers 68 Adult books 53 Children’s books 31 Children’s tv shows 20 College graduates talk 17

22. Incidental Learning of Vocabulary • Wide Reading • Read 1 hour a day, 5 days a week = 2,250,000 words a year • If 2%-5% are unknown = 45,000 to 112,500 new words. • If child learns 5%-10% of these words = at least 2,250 new words a year from reading

23. Incidental Learning of Vocabulary • Teacher Read-Alouds The value is in the teacher talk that accompanies the reading.

24. Incidental Learning of Vocabulary • Oral Language Experiences at School • Teacher talk is often concrete, about the “here and now”, and uses commonly recognized words. • Make word learning part of daily routines.

25. Intentional Teaching of Vocabulary Which words should be taught? • Importance • are, that, a, to, or, the, of • 107 function words make up 50% of all written words in texts • Prepositions, pronouns, conjunctions, auxiliary verbs (be, have, got, do)

26. “Content” Words • Nouns • Adjectives • “Full” verbs • Adverbs

27. Tier I, II, and III Words • Usefulness and Frequency • Tier I, Tier II, Tier III words

28. Intentional Teaching of Vocabulary • Tier I words: clock, baby, happy • Words children should(??) know; words used in everyday speech • Tier II words: fortunate, maintain, merchant • Words that appear in written and oral language that are not used every day • Tier III words: micron, hydrochloric acid, contrapuntal • Words specific to a discipline or content area • Words that appear rarely

29. Intentional Teaching of Vocabulary • How do I determine what a Tier II word is? Frequency and Utility: Words that mature language users use and that appear frequently Instructional potential: Words that lend themselves to instruction and can be worked with in a variety of ways so students can build in-depth knowledge of them and their connections to other words and concepts Conceptual Understanding: Words that describe a concept of which students already have a general understanding

30. Intentional Teaching of Vocabulary Which is the Tier II word? Jose avoided playing the ukulele. avoided • Importance and utility • Instructional potential Can teach other forms: avoid, avoiding, avoids • Conceptual understanding Already have the concept of not wanting to do something • Verbs are where the action is

31. Let’s Choose Tier II Words • Johnny Harrington was a kind master who treated his servants fairly. He was also a successful wool merchant, and his business required that he travel often. In his absence, his servants would tend to the fields and cattle and maintain the upkeep of his mansion. They performed their duties happily, for they felt fortunate to have such a benevolent and trusting master.

32. Let’s Choose Tier II Words • Johnny Harrington was a kind master who treated his servants fairly. He was also a successful wool merchant, and his business required that he travel often. In his absence, his servants would tend to the fields and cattle and maintain the upkeep of his mansion. They performed their duties happily, for they felt fortunate to have such a benevolent and trusting master.

33. Choosing Which Tier II Words to Teach • Importance and utility • Instructional potential • Conceptual understanding

34. You choose Tier II words • Read “My Father, the Entomologist” • Choose the Tier II words for 4th and 5th graders • Decide which should be taught in depth • important for the student to understand the selection • apply to other selections

35. Words to Teach in Depth longhorn beetle obsessed splendid antennae detest shuddered metamorphosed despise mumble entomologist muttered hurl

36. Intentional Teaching of Vocabulary • Read aloud • 101 Text Talk-type lessons: • http://schools/utah.gov/curr/readingfirst/documents

37. Intentional Teaching of Vocabulary Teaching Independent Word-Learning Strategies • Use of dictionaries • Use of context clues • Use of word-part information

38. Intentional Teaching of Vocabulary Teaching Independent Word-Learning Strategies Use of Word-Part Information • Compound Words • Small words give clues to meaning of compound word • Skyscraper doghouse merry-go-round guitar string • Prefixes • Most useful • Give the meaning of a word

39. Intentional Teaching of Vocabulary Teaching Independent Word-Learning Strategies Use of Word-Part Information • Suffixes • Some give the meaning of a word • -er -or = one who, agent teacher, actor, sitter, collaborator • Some give the part of speech • -ed = past tense verb • -ly = adverb • -able = adjective

40. Intentional Teaching of Vocabulary Teaching Independent Word-Learning Strategies Use of Word-Part Information • Prefixes and suffixes that account for 75% of all affixed words: un- (not) -s, -es (plural) re- (again) -ed (past tense) in-, im-, il-, ir- (not) -ing (changes a verb to a en-, em- (surround with) noun) dis- (apart, reverse) -ly (adverb) non- (absence of) -er, -or (agent) in, im- (in) over- (above, too much) mis- (wrong, incorrect)

41. Intentional Teaching of Vocabulary Teaching Independent Word-Learning Strategies Use of Word-Part Information • Latin and Greek roots • Get the most efficient teaching, teach all about the word: Migr (move), Spanish: mígrar parts of speechem=fromim=in migrate (verb) Emigrate immigrate migration (noun) Emigration immigration migrant (noun) Emigrant immigrant migratory (adjective)

42. Intentional Teaching of Vocabulary Teaching Independent Word-Learning Strategies Use of Word-Part Information Greek RootsLatin Roots tele- -tract- therm- -spect- photo- -port- -dict- -rupt- -scrib-

43. Intentional Teaching of Vocabulary Teaching Independent Word-Learning Strategies Use of Word-Part Information Greek and Latin Prefixes Inter- between Intra- within Post- after Pro- forward, in front of Co/com/con- together Sub- under Pre- before Anti- against

44. What does this word mean? satiate • -sat- = Latin root for enough • in- = not • able = adjective • What other words do you know with the –sat- root?

45. Summary of Working with Vocabulary • Provide a clear, concise definition of the word • Talk about the word meaning in context • Relate the word to the student’s experience • Provide descriptions or examples of the new word • Have the student restate the description or explanation in his/her own words • Have student use the word

46. Assessment • How do we assess vocabulary?

47. Review Incidental Vocabulary Teaching Read alouds Wide reading Oral experiences at school Intentional Vocabulary Teaching • Tier I, II, and III words • Three types of Tier II word learning tasks – Importance and utility, Instructional potential, Conceptual understanding Independent Word Learning Strategies Dictionaries, Context clues, Word part information

48. Resources for Vocabulary Development • Coxhead’s (2000) Academic Word List • http//www.vuw.ac.nz/las/research/awl • Bringing Words to Life Robust Vocabulary Instruction by Beck, McKeown, Kucan • Text Talk from Scholastic • Timrasinski.com/?pages=presentations • CORE

49. Your Turn • Please find a vocabulary lesson in Imagine It! • Are they the words you would have chosen based on this workshop? • Why or why not? • Does Imagine It do a good job of teaching the words?

50. Your Turn • Look in your social studies or science manual. • Choose 5 Tier II words • Plan how you are going to introduce them • Plan follow up activities so children use them and apply them and “make them theirs” • Plan how you are going to assess their mastery of the words at the end