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Promoting Vocabulary
Growth
Saturday, November 1, 2013
Patricia Cottrell-Marks, MAReading Specialist
Build academic optimism so kids hear andbelieve every day that they can
succeed. Education Week, October 16, 2013.
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Vocabulary Instruction
Students need to encounter a word about 12 times before they know it. (Beck, I. L., McKeown, M. G., and Kucan, L. (2013) and Akhavan, N. (2007)
What does this say to us about instruction?
Rote memorization is the least effective instructional method for vocabulary (Kameenui, Dixon and Carine,1987l; Baker, Simmons, and Kameenui, 1995).
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The Importance of Vocabulary Vocabulary knowledge is closely related to reading comprehension and
academic achievement (Chall, Jacobs & Baldwin, 1990; Graves, 2000).
Vocabulary assessed in first grade predicted over 30% of reading comprehension variance in 11th grade (Cunningham and Stanovich, 1977).
Children who enter school with limited vocabulary fall further behind each year that they are in school (Chall et al., 1990)
Fourth grade slump strongly associated with increasing text demands and under-developed vocabulary (Chall, Jacobs & Baldwin, 1990)
Vocabulary knowledge is a critical factor in the school success of English-language learners (Carlo, August, & Snow, 2005; Folse,2004; Nation, 2001).
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How Does Vocabulary Affect Reading Comprehension and Written Expression?
Reading Comprehension If you misunderstand a word, it can throw off the whole
concept. Ex: Look at the big black bat.
Written Comprehension If you don’t know a specific word, your writing is very
nondescript. Word retrieval is difficult for many students.
Ex: I like the big thing that does it. Ex: The thing is that I like that stuff. Richards (2013)
The development of children’s vocabulary and syntax are related to either hearing books read aloud and from independent reading (Hill, 2009).
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Differences:Oral and Written Language
Oral Language naturalisitic contextual repetitious vocabulary and sentence structure informal story oriented pragmatic cues intonations body language shared physical surroundings learned with little explicit instruction (Peregoy
and Boyle, 1997). infants become naturally wired for the sounds
of oral language through daily interactions with parents or caregivers (Chomsky, 1969).
Written Language imposed decontextualized word and sentence structure carry implicit
meaning formal text structures
pragmatic and other cues are absent (Stetkevich and Fuhrman, 2013)
Written language was invented as a way to represent spoken language using abstract symbols that must be taught.
For most children written language must be learned with a lot of explicit instruction and requires lots of practice (Peregoy and Boyle, 1997).
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Characteristics of Oral and Written Language
ORAL LANGUAGE
Oral Language is a natural phenomenon.
(You) Sit over there….
Oral language is contextual and relies on gestures.
It is often a sentence fragment.
Oral language meanings can be expressed throughfacial expressions and intonations.
The articulation of nouns may not be essential.
WRITTEN LANGUAGE
Written language is invented (Greene, 2002).
Ex: Tom sat on the chair.
In written language the subject (Tom) and object (chair) are identified.
Written language meanings must include explicit language and grammatical use of object in sentences.
Ex: Tom – subject Chair – object
Involves choices to do with semantics, syntax and phonology (Hill, 2009).
Uses more complex embedded syntax structures.
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Vocabulary AcquisitionNew Word Learning Proficient readers learn 8 words per day, adding up to
3,000 words per year
How To Narrow the Vocabulary Gap Massive exposure to vocabulary--up to 100 words per
week Vocabulary instruction needs to be embedded in every
lesson across the curriculum and throughout the school
“Flood of words” – where students have many and varied opportunities to learn new words
(Scott, et al., 1997) Contextual reading
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Four Component Vocabulary Approach
Rich and Varied Language Experiences Print rich environment; classroom library filled with expository and narrative text; wide
reading
Instruction in Individual Words Read-Alouds; students actively involved using and thinking about words Introduce new rich vocabulary with teacher-led discussions for 15 min./day Instruction should include definitional and contextual information with multiple
exposures and opportunities to use them
Instruction in Strategies for Independent Word Learning Semantic Maps (map of synonyms for central concept), dictionary use, contextual
analysis, cognate awareness for ELL students Morphemic Analysis – prefixes, roots and suffixes
Fostering Word Consciousness Developed through word play, and through
research on word origins or histories
(Graves, 2006)
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What Words To TeachTier One Consists of most basic words: baby, clock, walking These words rarely need instruction, except for English-
language learners and students with limited vocabulary
*Tier Two (Magic 8 Word List—Word Wall) Important for academic oral or reading comprehension. Contain multiple meanings. Target words within “zone of proximal development” About 7,000 word families in English
Tier Three Explain as need arises matter molecule Meaning is unlikely known; specific to particular content area
(Beck, McKeown, Kucan, 2013)
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Criteria: Tier II Level WordsImportance and Utility Characteristic of mature users Appear frequently across various domains Increased descriptive vocabulary More abstract and complex
Instructional Potential Children need to learn 2,000 to 3,000 new words each year from 3rd grade onward--about 6-8 words per day. (Tresansky, 2012)
Wide usage To build connections with other words and concepts Best candidates for explicit instruction “Goldilocks
Words”
Conceptual Understanding Words to demonstrate understand demonstrate general concepts To provide precision and specificity describing concepts
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Strategies for Word Building
Latin and Greek Roots Morphological Analysis Academic Vocabulary Read- Alouds - Children’s Books Inferring Word Meanings Drama To Learn Word Meanings Using Graphic Organizers
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Why teach Latin and Greek Roots?
Over 60% of words students encounter in school texts derive from Latin and Greek roots (Nagy, Anderson, Schommer, Scott & Stallman,1989).
Knowledge of these roots like pronunciation, meaning, and spelling, especially for young readers (Rasinski & Padak, 2001; Bear, Invernizzi, Templeton & Johnston,2000).
Many English language learners speak first languages semantically embedded in the Latin lexicon (e.g., Spanish) and studying these can accelerate vocabulary growth (Blachowicz, Fisher,Ogley & Watts-Taffe,2006).
Tier Two Words- many words Greek and Latin root
Study of “roots” provides ability to learn many words independently (Nagy, & Scott, 2000).
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Morphological Analysis:
Process of breaking complex words into meaning elements called morphemes (bases, prefixes, and suffixes) (Bowers, Kirby, 2009).
Latin words: in + cred + ible (not) (believe) (can be done) “cannot be believed”
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Morphology: Study of Latin, Greek, Anglo-Saxon Roots & Affixes
in, y, s,ed, ible, tive, ness
ture, ed, s, ing cy, s, ed, ing, tion
ly, ness, s, ing, ed, tion
rupture bankrupt
ruptured bankruptcy abrupt
ruptures bankruptcies abruptly
incorruptible rupturing abruptness
incorrupt-ibility
rupt“to break or burst”
erupt interruptinterruptsinterrupting
corrupt erupts interrupted
corrupts erupted interruption
corrupted erupting interruptions
corruptible eruption Uninterrupted
Corruptive-ness eruptions uninterruptedly
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Second Language Learners &Struggling Readers
Teaching Approach: Scaffold language instruction and concepts.
Provide direct and explicit language instruction.
Students practice these skills in pairs or small groups.
Provide a safe and supportive learning environment.
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Word Tree: To help students recognize how words can grow from base words and root words.fract (Latin) to break; violate punct (Latin) point and dot
fractious (adj) – 1. tending to make trouble;2. cranky
puncture – to pierce with pointed object
in frac tion (n) breaking law/rule
fracture 1. (n.) breaking of object/material;2. (v) to break or cause to break
com punc tion (n) remorse
punc tual (adj) being on time
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Benefits of Children’s Books
Research
Introduce a history or science lesson
Broadening Vocabulary
Rare Words
Modeling Strategies: Inferring Word Meanings
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Research: Benefits of Read-Alouds
Incidental Vocabulary Instruction Young children can learn new vocabulary “incidentally” from having illustrated
storybooks read to them.
Teacher Explanations Giving additional explanation of unknown words can more than double vocabulary
gains.
Permanency Of New Vocabulary New learning of vocabulary is relatively permanent.
Research Findings Reading aloud an appealing 8-10 minute story, read three times, with a brief
explanation of word meanings, can produce 40% gains in vocabulary for typical children (Elley, 1989).
Reading to children helps build recognition knowledge of new words and ability to use new words in their retellings (Elley, 1988; Snow, Burns & Griffin, 1998).
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Picture Books: Broadening Vocabularies
Steps: Select read-aloud books just above student’s reading abilities Read first 100 words. Notice the type of language the author uses. What would a child miss if he didn’t understand the vocabulary in
this story?
Grand Old Tree by Mary Newell DePalma The words introduce concepts and ideas—
sank, nestled, scurried, bore, sowed, basked, and swayed Consider: Does the child understand what squirrels do? Do they understand the life cycle of plants? Akhavan (2007)
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Children’s Books --“Rare” Words
Lyrical Language Cynthia Rylant’s Long Night Moon or Where the Wild Things Are
‘gnashing teeth’ and ‘terrible roars’ and Max ‘sailed off through night and day and in and out of weeks’.
Find 3 words per read aloud to focus on (Akhavan, 2007).
A child’s oral language vocabulary is enhanced through the shared reading of picture books in either English or their primary language and has been shown to strengthen the vocabulary acquisition of English-language learners (Roberts 2008).
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Inferring Word MeaningsGetting students to take steps to figure out words
Goals: Gain fluency, enjoy reading, and read more words overall
Steps: 1. Consider the word. oscillate2. Think about what has happened in the story to this
point.
3. Look at pictures for clues to word meanings.
4. Teacher leads discussion about the word and possible meanings.
5. List “wonderings” on chart.
oscillate – to move back and forth;being indecisive
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Inferring Word Meanings – “Wonderings”
Word What We Think Word Means What Else Do We
Know About
the Word
adventurous famous or exciting word looks like venture
independence
license
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Vocabulary Activities
PREREADING ACTIVITIES
Vocabulary Dramatization – Introduce new vocabulary with students dramatizing meaning using active, descriptive and emotion words.
fidget paddled waddled fluffed
Vocabulary Role Play – After vocabulary dramatization, students create and perform skits using target vocabulary.
Same Premise/Different Circumstance – Choose common situation from text that is familiar to students. Students role play what they would in the situation.
Dewey, M. L. (1994), Flynn, R. N., & Carr, G. A., (1994), Heinig, R. B. (1993), Jett-Simpson, M. (1989), and McMaster, J. C. (1988).
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Vocabulary ActivitiesDURING READING ACTIVITIES
Goals: To actively involve students to make predictions, use background knowledge, and develop inferential comprehension.
“PPT” Pantomime – One student narrates and other students
silently dramatize action in the story. Prediction – At various parts of the story, stop and have
students role play what they think will happen next. Students role play characters and answer questions about their actions and what they plan to do next.
Teacher Role Play – Assume role of a character who faces a major decision. Students try to either persuade or dissuade the character to make this particular decision.
Dewey, M. L. (1994), Flynn, R. N., & Carr, G. A., (1994), Heinig, R. B. (1993), Jett-Simpson, M. (1989), and McMaster, J. C. (1988).
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Vocabulary ActivitiesPOST READING ACTIVITIES Vocabulary Charades – Using vocabulary from the story,
students must guess what word is being acted out by the teacher or another student.
Story Drama – Students act out either whole text or significant events. This can be spontaneous or planned, scripted or unscripted.
Guess My Character – Students pantomime or role play a character from the story. Others try to identify this character.
Character Interview – Students role play characters from the story. These characters are questioned by other students in the class.
Mock Trial – Using courtroom format, determine guilt or innocence of a character.
Dewey, M. L. (1994), Flynn, R. N., & Carr, G. A., (1994), Heinig, R. B. (1993), Jett-Simpson, M. (1989), and McMaster, J. C. (1988).
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Activities to Promote Vocabulary
Word-Rich Classroom – puzzles, riddles & rhymes, word calendars
Wordplay Fab Fifteen (15 min.) - Mini lessons to teach Tier II
vocabulary words. Connect, Teach, Practice, Wrap-Up Synonym Shakedown (chart displayed) Definition Template Categorizing and Sorting: 8 words put into categories Semantic Maps – Relate word knowledge to
comprehension (see poster) Morphology: Study Greek, Latin, and Anglo-Saxon roots
and affixes. (Alice Ansara) Jim Trelease, “Reading aloud helps build receptive
vocabulary.” Root It Out! Select a root word a week
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Definition Template: hierarchical, categorical, and semantic information
related to word’s definition
A _________________ is a ___________ that_____________ and is used for________________.
-Word-Category-Description-Function
A lake is a body of water that is surrounded by land and is used to fish for fishing. (MacKinnon, 1993; Stetkevich and Fuhrman, 2013)
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Graphic Organizers
Venn diagrams Semantic maps Line gradations Definition template Vocabulary tree Story Review/Retelling Prewriting
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Vocabulary Tree: Synonyms, Antonyms, Examples, Category, and Definition
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Multiple Meaning Words
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RESOURCESCOBUILD: This dictionary is designed to be read like ordinary English. It was originally developed for English-Language Learners. Collins COBUILD New Student’s Dictionary, 2nd ed. (Glasgow, UK: Harper Collins, 2002)
Longman: The definitions are written using only the 2000 most common English words. Longman Dictionary of American English, 3rd ed. (Upper Saddle River, NJ: Pearson
Education, 2005)
Fry Instant Words List (Fry, Kress,& Fountoukidis,2004)
Living Word Vocabulary (Dale & O’Rourke, 1976)
English-Language Learners The General Service List of English Words (West, 1953)
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RESOURCES www.etymonline.com Great online etymology dictionary www.funwords.com Explores the English language www.word-detective.com Newspaper column that answers
questions about words www.wordorigins.org History of word origins website www.u-46.org/roadmap List of academic words www.puzzlemaker.school.discovery.com/ www.eslflow.com/vocabularylessonplans.html Educators Reference Desk http://www.eduref.org/ Education World©: The Educator’s Best Friend http://www.educationworld.com Guide to Grammar and Writing: Building a Better Vocabulary http://grammar.ccc.commnet.edu/grammar/vocabulary.htm Learning Vocabulary Can Be Fun! http://www.vocabulary.co.il/
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RESOURCES
Literacy Matters: Teachers http://www.literacymatters.org/content/readandwrite/vocab.htm ReadWriteThink www.readwritethink.org Reading Quest—Strategies for Social Studies http://www.literacymatters.org/content/readandwrite/vocab.htm Star Tower www.mape.org.uk/startower/menu.html Teachnology: The Online Teacher Resource—Vocabulary www.teachnology.com/teachers/lesson_plans/language_arts/vocab/ The Teacher’s Desk www.teachersdesk.org/ Vocabulary University® www.vocabulary.com Wacky World of Words! http://web.archive.org/web/20041010230510/www3.telus.net/
teachwell/mystpage.htm Web English Teacher: Vocabulary www.webenglishteacher.com/vocab.html
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RESOURCES
GAMES Apples to Apples Taboo Scattergories Pictionary Outburst Baldersash Password Guesstures
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TIER II Words High Frequency/Academic Vocabulary accelerate, achieve, adjacent, alternative, analyze,
approach, approximate, arbitrary, assert, assess, assign, assume, authorize, automatic, chapter, compensate, complex, complicate, comply, component, comprehend, conceive, concentrate, concept, conclude, consequence, consist, constant, construct, consult, context, contrast, contribute, convert, create, criterion, crucial, data, define, definite demonstrate, denote, derive, design, devise, devote, dimension, distinct, distort, element, emphasize, empirical, ensure, entity, environment, equate, equivalent, establish, evaluate, evident, expand, expose, external, feasible, fluctuate, focus, formulate, function, generate, guarantee, hypothesis, identify, ignore, illustrate, impact, implicit, imply, indicate, individual
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RESOURCES Akhavan, N. (2007). Accelerated Vocabulary Instruction. New York:
Scholastic. Beck, I. L., McKeown, M. G., and Kucan, L. (2013). New York:
Guilford. Blachowicz, C., Fisher, P., and Ogle, D. (2006). Vocabulary:
Questions from the classroom. Reading Research Quarterly 41(4), pp. 524-535.
Elley, W. B. (1989). Vocabulary acquisition from listening to stories. Reading Research Quarterly XXIV(2), pp. 175-186. Lubliner, S. (2007). Preparing Teachers to Accelerate Students’ Vocabulary Acquisition. CSU Reading Conference.
Trelease, J. (1993). Read all about it. New York: Penguin.
“The best S.A.T. prep course is to read to your children when they're little,“ Jim Trelease.