1

Unit 3: Vocabulary

Session 1 Introduction to Vocabulary and Research

Next Generation Content Area Reading – Professional Development (NGCAR-PD)

2

Why Teach Vocabulary?National Reading Panel

Vocabulary is crucial to the comprehension processes of a skilled reader

Reading ability and vocabulary size are related although a causal link between the two has not been demonstrated

Vocabulary and comprehension are inseparable

What is Comprehensive Vocabulary Instruction?

Includes instruction on individual words. Instruction can assist students in learning specific words, improve comprehension of selections from which the words are taken, and show students the value of words.

Provides instruction in learning words independently since students learn much of their vocabulary on their own.

Emphasizes the importance of wide reading. Promotes activities leading to word consciousness.

If students are interested in words, value them, and find them intriguing they are likely to develop full and rich vocabularies.

(Graves, Juel, & Graves, 2001)

3

4

Why Teach Vocabulary Explicitly in Content Area Classes?By providing students explicit instruction in vocabulary,

teachers help them learn the meaning of new words and strengthen their independent skills of constructing the meaning of the text (Improving Adolescent Literacy: Effective Classroom and Intervention Practices, p. 11)

Vocabulary knowledge has shown a strong relationship to comprehension and students’ academic success (Baumann, Kame’enu, & Ash, 2003; Beck, McKeown, & Kucan, 2002)

Research has shown that integrating explicit vocabulary instruction into the existing curriculum of subject areas such as science or social studies enhanced students’ ability to acquire textbook vocabulary (Baumann et al. 2003; Bos and Anders ,1990).

5

What does Effective Vocabulary Instruction Look Like?Teach vocabulary words required for a specific

textRepeat and provide multiple exposures to

vocabulary itemsProvide learning in rich contextsRestructure tasks as necessaryProvide engaging instruction for studentsUtilize technology

6

What does Effective Vocabulary Instruction Look Like?Provides opportunities for students to

acquire vocabulary incidentallyUses a variety of methods to ensure optimal

learning. Emphasis on multimedia aspects of learning, richness of context in which words are learned and number of exposures to words learners receive. (National Reading Panel Report p. 4-4)

7

Teach Word Learning StrategiesHelp students generalize their skills to a

variety of new texts in multiple contextsInclude strategies for analyzing semantic,

syntactic, or context clues including punctuation and signal words to derive the meaning of words by using prior knowledge and the context in which the word is presented (Improving Adolescent Literacy: Effective Classroom and Intervention Practices, p. 12)

Instruct students in use of glossaries, dictionaries, and online resources

8

Word StudyAffixes are word parts that are “fixed to” either

the beginnings of words (prefixes) or the ending of words (suffixes). The word disrespectful has two affixes, a prefix (dis-) and a suffix (-ful).

Base words are words from which many other words are formed. For example many words can be formed from the base word migrate: migration, migrant, immigration, immigrant, migrating, migratory.

Word roots are the words from other languages that are the origin of many English words. About 60% of all English words have Latin or Greek origins.

9

Word Parts Instructional Activity

Cycl (circle, round)

cyclone

bicycle

motor-cycle

encyclo-pedia

recycle

Handout 1

10

Teaching Students to Use Punctuation to Define WordsCommas, dashes, and other punctuation,

sometimes used in conjunction with signal words, may provide clues to the meanings of unknown words.

Examples:To protect against the attacks of the

Enlightenment, they waged a war of censorship, or restricting access to ideas and information.

Ballets and operas – plays set to music – were performed at royal courts.

Handout 2, 3

11

Using Context Clues as You ReadRead the Learning to Use Context Clues

as You Read –Handout 2.Look through your textbook and identify

an example of words that can be defined through each of the means delineated in the handout.

At your tables, discuss how students can be taught to learn new words as they read using these methods. Handout 2

12

Foster Word Consciousness

Create a word-rich environment(Blacholwicz & Fisher, 2000)

Model the use of vocabulary in the classroom in conversation and read alouds

Highlight skillful word use in content area texts

Encourage students to expand their range of word choices when they discuss and write (Graves, 2000; Beck et al., 2002; Graves & Watts-Taffe, 2002; Scott & Nagy, 2004)

How to Teach VocabularyDedicate a portion of regular

classroom lessons to teach vocabulary

Teach words directlyProvide student friendly definitions

Teach word learning strategiesUsing context cluesUsing morphemes/roots/affixes

Use appropriate instructional routines

13

Teach Words DirectlyProvide student friendly definitionsDictionaries often contain definitions that are

not helpful to students, i.e. unanticipated – not anticipated

Provide students with opportunities to work with wordsUse vocabulary notebooksParticipate in oral recitationUse graphic displays of the relationships

among words and concepts

14

15

Words have

different structures

(morphological, idiomatic, etc.)

Professional Knowledge: Speaking the Same Language

Morphological

LA.(Gr 6-

10).1.6.7: identify &

understand the meaning of

conceptually advanced prefixes,

suffixes, & root words

Vocabulary is skill & knowledge of word meanings, word relationships, and word use.

Idioms LA.(Gr 6-10).1.6.8:

identify advanced . . .

phrase . . . meanings

L.A.(Gr 3-10).1.6.9:

. . . words with

multiple meanings . . .

16

Professional Knowledge: Speaking the Same Language

Vocabulary is skill & knowledge of word meanings, word relationships, and word use.

Words have

different relationship

s

Semantic RelationsLA.(Gr 3-10).1.6.4:

categorize key vocabulary & identify salient features words

LA.(Gr 6-10).1.6.6: distinguish denotative &

connotative meanings of words (shades of meaning)

L.A.(Gr 6-10).1.8.: identify advanced word/phrase

relationships & their meanings. (antonyms, synonyms,

homonyms, etc.)

Syntactic Relations

LA.(Gr 6-10).1.6.10: . .

parts of speech . . .

17

Professional Knowledge: Speaking the Same Language

Words are processed

in different ways

Vocabulary is skill & knowledge of word meanings, word relationships, and word use.

Morphemic Analysis

LA.(Gr 6-10).1.6.10: determine meanings of

words, pronunciation, parts of speech, etymologies . . .

Use meanings of familiar word parts to determine meanings of unfamiliar

complex words:• base/root words,

• affixes (prefix/suffix

Contextual AnalysisL.A.(Gr 6-10).1.6.3: use

context clues to determine meanings of unfamiliar words.

LA.(Gr 6-10).1.6.6: distinguish denotative & connotative

meanings of words (shades of meaning)

L.A.(Gr 3-10).1.6.9.: determine the correct meaning

of words with multiple meanings in context.Multi-strategy Instruction

Combining morphemic & contextual analysis produces powerful effects. - morphemic analysis to derive meaning

- contextual analysis to infer meaning

18

Words are encountered in two forms

OralWords that we

recognize and use in listening and speaking

PrintWords that we

recognize and use in reading and writing

Words are processed in

two ways

ReceptiveReceptive vocabulary

includes words that we recognize when we hear or see them

ProductiveProductive vocabulary includes words that we use when we speak or

write

Students need to encounter words in multiple ways.

Multiple exposures support student vocabulary development

LA.(Grades 3-10).1.6.1: The student will use new vocabulary that is introduced and taught directly.

LA.(Grades 3-10).1.6.2: The student will listen to, read, & discuss familiar & conceptually challenging text.

LA.(Grades 3-10).1.6.3: The student will use context clues to determine meanings of unfamiliar words.

LA.(Grades 3-10).1.6.5: The student will relate new vocabulary to familiar words.LA.(Grades 3-10).1.6.9: The student will determine the correct meaning of words with

multiple meanings in context.

Professional Knowledge: Speaking the Same Language

19

Provide Intentional and Incidental Exposure to Words Through Read Alouds• Reading aloud provides students

with a model of fluent reading and intentional exposure to academic language and discipline specific words

• Reading aloud can be a catalyst for discussion of topics related to the content area

• Reading aloud provides exposure to text that students cannot read on their own.

20

Provide Intentional and Incidental Exposure to Words Through Read Alouds• Focus on texts with academic language

and content specific words. These can include: • Interesting periodical/newspaper

articles related to the topic of study• Picture books• Novels (teachers read a section each

day)• Articles from the internet• Primary source documents• Articles from the internet

21

Use Words in Multiple ContextsThis ensures that students begin to acquire a

range of productive meanings for the words they learn and the correct way to use those words in addition to being able to recognize them in print

Provide sufficient opportunities to use new vocabulary in a variety of contexts through the following:DiscussionWritingExtended Reading (Improving Adolescent Literacy: Effective Classroom and

Intervention Practices, pg. 14)

22

Provide Multiple Exposures to Words Through Extensive Wide Reading

A limited number of words can be taught; therefore many words must be learned through incidental contact – WIDE READINGProvide time for text reading and self-selected

reading in classRequire students to read at least one book

every two weeksRequire students to respond to text in writing Facilitate discussion of reading to enhance

comprehension

23

Use Words in Multiple ContextsResearch suggests teachers can help

students become independent vocabulary learners by:Allowing sufficient practice in using new

words; multiple exposures and use is paramount for students to remember the words.

Starting vocabulary instruction with the teacher defining and explaining the meaning of new words and building on students’ prior knowledge through class discussion.

Connecting ideas/vocabulary through discussion.

24

Use Words in Multiple ContextsExtended Text Discussion

Discussions centered around text with specific content and concepts with repeated word use are an integral part of the students’ disciplinary vocabulary. Saturating the students through a thorough discussion using the terms reinforces students’ conceptual and linguistic acquisition of target terms and phrases (Meskill & Anthony, 2004).

Extended text discussion with a focus on target words provides multiple, connected, interactive turns in conversation to facilitate the anchoring of language and concepts (Goldenberg and Patthey-Chavez, 1995).

25

Use Words in Multiple ContextsText Based Discussion

Model the use of new vocabulary during discussion

Encourage students to use new vocabulary in their discourse

The Comprehension Instructional Sequence provides a framework for high quality discussion

26

Use Words in Multiple ContextsWriting

Student reading response logs (interactive notebook)

Student vocabulary notebooksGraphic organizers used in conjunction with discussion

Vocabulary games (Boggle, Scrabble)

Handout 1

27

Examples of Vocabulary Notebooks

28

Extended ReadingUse multiple texts

Provide several genres that address the topic of study, i.e. biographies, historical fiction, etc. that complement the textbook

Use paired texts to deepen understanding of vocabulary words and concepts related to the topic of study, i.e. a magazine or newspaper article that correlates to the textbook

Use text of various complexities: Simple text for pleasure reading Moderate to complex text for stretching student

vocabulary

29

Wrap UpReview the importance of providing both intentional and incidental contact with words

Review some ways to provide students the opportunity to use words in multiple contexts