Vocacabana by Mike Ford I started reading There was no meaning. I saw words on that first page That...

Vocacabana by Mike Ford

I started reading There was no meaning.I saw words on that first pageThat meant nothing to my

brain.Nobody taught me vocabularySo when I took a running startAnd I tried with all my heartNothing I did made senseI couldn’t make a dentI tried one word after anotherBut it was nonsense.

I needed vocabVocabularyThe key to unlocking word

meaningJust teach me vocabVocabularySo getting the meaning

form words I am reading Will be easyAnd this might be fun.

Framework for ReadingAdapted from National Reading Panel, 2000

Put Reading First, CIERA, 2001

Phonemic Awareness Phonics Fluency Vocabulary Comprehension

Decoding Comprehension

“What Every Teacher Needs to Know about Comprehension?” by Laura Pardo

Reader+

Text+

Transaction

Supporting the Reader

Teach decoding skills Help students build fluency Build and activate prior

knowledge Teach vocabulary words Motivate students

What every teacher needs to know about vocabulary

1. English is a huge and unique collection of words

Here is a list of some of the new words that have been added to the Merriam-Webster Dictionary during 2012!aha moment – : a moment of sudden realization, inspiration, insight, recognition, or comprehension. First known use of aha moment was in 1939bucket list – a list of things that one has not done before but wants to do before dying. The first known use of bucket list was in 2006cloud computing – the practice of storing regularly used computer data on multiple servers that can be accessed through the Internet. The first known use of cloud computing was in 2006.copemicium – a short-lived artificially produced radioactive element that has 112 protons. First known use of copemicium was in 2009.earworm – a song or melody that keeps repeating in one’s mind. First known use of earworm was in 1802.energy drink – a usually carbonated beverage that typically contains caffeine and other ingredients (as taurine and ginseng) intended to increase the drinker’s energy. First known use of energy drink was in 1904.f-bomb – the word fuck —used metaphorically as a euphemism <accidentally dropped an f–bomb on television — Timothy Kurkjian>. The first known use of f-bomb was in 1988.game changer – a newly introduced element or factor that changes an existing situation or activity in a significant way. The first known use of game changer was in 1993.gassed- slang for drunk or slang for drained of energy. Spent or exhausted. The first known use of gassed was in 1909. gastropub – a pub, bar, or tavern that offers meals of high quality. First known use of gastropub was in 1996.man cave – a room or space (as in a basement) designed according to the taste of the man of the house to be used as his personal area for hobbies and leisure activities. First known use of the word was in 1992. use of underwater was in 1627.



2. The rules of English are simple and consistent compared to other languages.


Frequency vs Patterns10 = 25% of all words in print

the inof thatand itto isa was




3. Language proficiency grows from oral competence to written competence.

Variations on Picture Walks

One Word Prediction

One Minute Picture Look

I Knew/I Didn’t Know

Partner Predictions

3. Language proficiency grows from oral competence to written competence.

1. wild dogs2. thick fur3. packs4. leader5. hunt6. pups7. dens8. underground9. red, gray and white


4. Words are learned because of associations that connect the new with the known.


Convergent Thinking

1. Fleece-lined boots2. Falling snowflakes3. Wind whirled4. Go helter-skelter5. Up to her ankles6. Snow covered world


Divergent Thinking

Brainstorming Think Pair Share Categorize Share in Large Group Connect New to

Known

Winter

ClothingWords

WeatherWords

Movement Words


1. Fleece-lined boots2. Falling snowflakes3. Wind whirled4. Go helter-skelter5. Up to her ankles6. Snow covered

world

7. daughter8. Dressmaker9. palace10. Big11. Gown12. Mrs. Bobbins13. Duchess14. Sick15. Coaxed16. Resented



5. Seventy percent of the most frequently used words have multiple meanings.


Context Clues

TypographicalStructural

Direct DefinitionAntonyms and Synonyms

Similes and MetaphorsTone and Mood

GraphicInferences

Background Knowledge




6. Meanings of 60% of multisyllabic words can be inferred by analyzing word parts.


Inflected endings

(70% of all words with endings have one or more of these five endings)

-s-es-ed-ing-ly

How do I write syntactically correct sentences

without inflected endings?


Of the twenty thousand most commonly used words in English, four thousand—or 20 percent--have prefixes. Fifteen prefixes make up 82 percent of the total usage of all prefixes.

ab (from)--abnormal ex (out)—extract ad (to)--adhesion in, il, un, ir (not)--inadequate be (by)--belittle pre (before)—predict com, con, co, col (with)--conjunction pro (in front of)—proceed de (from)--decentralize re (back)—rebuttal dis, di (apart)--dissect sub (under)—subway en (in)--enact un (not)--unannounced


7. Direct instruction in vocabulary influences comprehension more than any other factor.

Except for games and competitions; word study is a means not an end

Word study is usually about examining words in order to reveal consistencies within our written language system and to help students master the recognition, spelling and meaning of specific words

The end goal of word study is achieving greater clarity of meaning while composing or comprending

Means vs Ends


1. ___ ___ ___ ___ ___ ___ ___2. ___ ___ ___ ___ ___ ___ ___ ___ ___ ___3. ___ ___ ___ ___ ___ ___ ___ ___ ___4. ___ ___ ___ ___ ___5. ___ ___ ___ ___ ___ ___6. ___ ___ ___ ___7. ___ ___ ___ ___ ___ ___8. ___ ___ ___ ___ ___ ___ ___ ___ ___

RIVET



For many years, the volcano slept. It was silent and still, big and beautiful. The volcano which was named Mount St. Helens, began to stir. On March 29, 1980, it was shaken by a strong earthquake. The quake was a sign of movement inside St. Helens, it was a sign of a waking volcano that might soon erupt again.

Mount St Helens was built by many eruptions over thousand of years. In each eruption hot rock from inside the earth forced its way to the surface. The rock was so hot that it was molten or melted, and it had gases trapped in it. The name for such rock is magma. Once the molten rock reaches the surface it is called lava. In some eruptions the magma was fairly liquid. Its gases escaped gently. Lava flowed out of the volcano, cooled and hardened. In other eruptions the magma was thick and sticky. Its gases burst out violently, carrying along sprays of molten rock. As it blasted into the sky, the rock cooled and hardened. Some of it rained down as ash – tiny bits of rock. Some rained down as pumice – frothy rock puffed up by gas.

Context cluesFor many years, the volcano slept. It was silent and still, big and beautiful. The volcano which was named Mount St. Helens, began to stir. On March 29, 1980, it was shaken by a strong earthquake. The quake was a sign of movement inside St. Helens, it was a sign of a waking volcano that might soon erupt again.

Mount St Helens was built by many eruptions over thousand of years. In each eruption hot rock from inside the earth forced its way to the surface. The rock was so hot that it was molten or melted, and it had gases trapped in it. The name for such rock is magma. Once the molten rock reaches the surface it is called lava. In some eruptions the magma was fairly liquid. Its gases escaped gently. Lava flowed out of the volcano, cooled and hardened. In other eruptions the magma was thick and sticky. Its gases burst out violently, carrying along sprays of molten rock. As it blasted into the sky, the rock cooled and hardened. Some of it rained down as ash – tiny bits of rock. Some rained down as pumice – frothy rock puffed up by gas.


Context Clues

TypographicalStructural

Direct DefinitionAntonyms and Synonyms

Similes and MetaphorsTone and Mood

GraphicInferences

Background Knowledge



8. Teaching fewer words well is more effective than teaching several words in a cursory way.

high frequency core vocabulary critical anchor words from common phonograms,

sound combinations, visual patterns and spelling patterns

structural elements for building words high utility words

(familiar ---> unfamiliar) (concrete ---> abstract) (regular ---> irregular) (unambiguous ---> ambiguous) (used by students ---> not being used by

students) context clues patterns strategies for using human and material resources



Select a limited number of words for robust, explicit vocabulary instruction.

Three to ten words per story or section in a chapter would be appropriate.

Briefly tell students the meaning of other words that are needed for comprehension.


Tier One - Basic words chair, bed, happy, house

Tier Two - Words in general use, but not common. High frequency words for mature language users. Students already know the concepts embedded in these words

facilitate, absurd, fortunate, observation, accountant, dignity, convenient

Tier Three - Rare words whose frequency of use is low limited to a specific domain

tundra, totalitarian, cellular respiration

Robust Vocabulary Recap

1. Introduce the word before, during, or after reading it in a story. Say the word and ask students to repeat it.

2. Provide a student-friendly definition.3. Retell how the word was used in the story.4. Discuss how the word can be used in another context.5. Ask children to provide their own examples of how the

word could be used.6. Ask students to say the word again to reinforce its

phonological representation.7. Facilitate an activity using the word.



Practice activities should: Be engaging. Provide multiple exposures to the words.

(Stahl, 1986) Encourage deep processing of the word’s

meaning. (Beck, Mc Keown, & Kucan, 2002) When possible, connect the word’s meaning

to prior knowledge. Provide practice over time.




9. Effective teachers display an attitude of excitement and interest in words and language.

Word Study

Direct Influences

Global Instruction

Targeted Instruction

Strategy Instruction

Indirect Influences

Wide ReadingWide Writing

Opportunities Print Rich EnvironmentClimate of Enthusiasm

and Consciousness for Words

Access to Resources

Minutes of Reading and Exposure to Words (5th Grade)

Minutes Readper Day

3.1

12.9

40.4


Minutes Readper Day

Exposure to Words per Year

3.1 134, 000

12.9 601,000

40.4 2,357,000


Minutes Readper Day

Exposure to Words per Year

3.1 134, 000

12.9 601,000

40.4 2,357,000

Percentile Rank

20th

50th

90th

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