Vocabulary

2. Vocabulary “Growth in reading power means, therefore, continuous enriching and enlarging of the reading vocabulary and increasing clarity of discrimination in appreciation of word values.” National Society for Studies in Education Yearbook (1925)

3. Be the Learner • With your Partner, determine the meaning of this sentence. Discuss how word meaning affected your comprehension of the sentence. • Paula put down her pirn, wrapped herself in a paduasoy, and entered puerperium.

4. Differences in Students’ VocabularyChildren enter school with “meaningful differences” in vocabulary knowledge. (Hart & Risley, 1995)

5. Cumulative Experiences (Hart & Risley, 1995)

6. Vocabulary Gap • Children who enter school with limited vocabulary knowledge grow more discrepant over time from their peers who have a rich vocabulary knowledge (Baker, Simmons, &Kame’enui, 1997). • The number of words students learn varies greatly • 2 vs. 8 words per day • 750 vs. 3000 words per year • High SES first graders know twice as many words as lower SES. (Graves & Slater, 1987) • ELL students learn conversation English in less than 2 years, but may require 3-5 years to catch up with monolingual peers in academic vocabulary (CALPS)

7. What are the Benefits of Vocabulary Instruction • Leads to gains in comprehension • Increases effective communication • Has long term impact on powers of communication and concept development

8. What Does This Mean For My Teaching? • Direct instruction • Repetition and multiple exposure • Words useful in many contexts • Active engagement • Multiple instructional methods • Definition based methods are ineffective (Stahl & Fairbanks, 1986)

9. Implicit Oral language engagement Reading to, with and by adults or peers Independent reading Explicit Engagement in literature-rich context Repeated/ Multiple exposure Word Learning Strategies How Do We Teach It

10. Gaining Vocabulary from Reading Books

11. Critical Features of EffectiveVocabulary Instruction 1. 2. Integrate vocabulary with the lesson. Use explicit instruction on a limited number of new vocabulary words. Create environments were words are talked about and used in multiple ways. Use new vocabulary in other content areas. Teach independent word learning strategies. 3. 4. 5.

12. Critical Features of EffectiveVocabulary Instruction 6. Encourage wide reading. Provide multiple exposure to words (at least 10). Combine definition and context approaches. Make connections with background knowledge and new vocabulary. Present words in semantically related groups. Instruction on words parts, word association and connotative meaning is important. 7. 8. 9. 10. 11.

13. Which Words Should We Teach? All the unknown words in the story Broad range of reading, multiple exposure to previously taught vocabulary words and Implicit instruction Words that can be understood through background knowledge High Utility Words Explicit Instruction 5-10 words per week Words that define the concept Concept

14. Choosing Vocabulary • Tier One Words- Basic words that can be defined or associated while reading the text. • Tier Two Words- High Utility words that can be specific to a content area or purpose of instruction. These should be words that define the concept or that students are likely to encounter again and again. • Tier Three Words - low frequency words used in limited content areas that would not interrupt the flow of the concept if not defined.

15. 1. Are unknown to students. 2. Are important to understanding the text. 3. Likely to be encountered in the future. 4. Decide which of the words need explicit instruction, practice, and review. (No more than 10 a week.) 5.Tell students the meaning of other words. Select words that:

16. Choosing Vocabulary • With your grade level team choose the Houghton Mifflin outline and story to decide the following. • Are they High Utility /Tier Two Words? If not, which words would be? • Which words could I teach using the context of the story or background knowledge? • Which words do I need to teach explicitly?

17. WORD PARTS Morphemic analysis Word relatedness WORD ASSOCIATIONS Word association mapping Illustrate & associate Keyword method Synonym & antonym webs CONTEXT Read alouds & questioning Redefinition Meaningful sentence generation Clunk bug CONCEPT Frayer model Concept definition mapping List-group-label CATEGORIZATION Word form chart Word map Word sorts Word books Word hunts VOCABULARY STRATEGIES

18. Morphemic Analysis of Word Parts Map WORD PARTS WORD Parts + Meaning Your Sentence Using the Word

19. WORD PARTS WORD RELATEDNESS • Prefixes • Suffixes • Root Words RESTRUCTURING RE STRUCTURE ING

20. WORD ASSOCIATIONS WORD ASSOCIATION MAP synonym antonym Vocabulary word analogy as

21. WORD ASSOCIATIONS ILLUSTRATE AND ASSOCIATE Vocabulary Word Picture of Word Brief Definition Antonym/Nonexample Create your personal sentence

22. WORD ASSOCIATIONS SYNONYM WEB

23. CONTEXT Read Alouds &Gaining New VocabularyAdapted from Bringing Words to Life, by Beck,McKeown, Kucan, 2002 • Why do Read Alouds? • Steps of an intentional Read Aloud • Select words for direct instruction. • Read the story. • Contextualize the word within the story. • Have children say the word. • Provide a student - friendly explanation of the word.

24. CONTEXT Read Alouds (continued) • Present examples of the word used in contexts different from the story. • Engage Children in activities • Generate Examples • Answer Questions/Giving Reasons • Choices (Examples and Non-examples) that get them to interact wit the words • Have children say the word • Review vocabulary • Post the book cover and the words • Incorporate words into daily language

25. CONTEXT CLUNK BUG Canvas bag Definition: CLUNK WORD A sturdy bag that you carry food in when you go hiking. Important supply Holds food haversack The haversack, a canvas shoulder bag that holds rations, is an important supply for a hiker.

26. CONCEPT FRAYER MODEL Essential Characteristics Non-essential Characteristics Smallest unit of meaning. Vowel sounds “free” or “bound” WORD morpheme Examples Non-examples pre-, un-, dis-, -ing, -ies, -er phoneme (ie: u,t,c,e)

27. CONCEPT CONCEPT DEFINITION MAP What is it like? What is it? (Definition) The Word What are some examples?

28. CATEGORIZATION SEMANTIC FEATURE ANALYSIS polygons CONCEPT: polygons opposite sides parallel equilateral 4 sided 3 sided square rectangle triangle rhombus

29. CATEGORIZATION WORD MAP Synonym Antonym Definition ordinary phenomenon An amazing thing that seems impossible. New word & page number Expression or Association Another form impossible miraculous miracle Sentence from the book Everyone thought the web was a miracle. My original sentence It was a miracle that Anita found her way home.

30. Considerations for Special Education and ELL learners. • Special education • Many students have language delays that impact vocabulary acquisition • Restructuring of text may be needed • Simplified version of the content is given so that the student may focus on gaining a new concept or information. • Restructuring is a secondary, compensating strategy.

31. Special Education • Use Explicit instruction- • Model, generalize and apply to wider setting. • Example/Non example • Synonyms • Definition • Elaboration • Context

32. English Language Learners • Visually present words • Define them in kid friendly terms • Use gestures to infer meaning • Use visual techniques (vocabulary folder) • Control the number of new word at one time (Rosseau, Tam, Ramnarain, 1993)

33. Choosing Vocabulary • With your grade level team use the Houghton Mifflin outline and story to decide the following. • Which Implicit strategies would I use? • Which Explicit Strategies would I use? • Are any lessons in the HM appropriate for instruction? • What type of review or extended practice would I incorporate? • Which GLE or EALR does it match?