Transcript Vocabulary Instruction for Struggling Readers

Vocabulary Instruction
for Struggling
Readers
A Struggling Reader is defined as a
student who lacks the skills to
comprehend grade-level texts.
 The fewer words one knows, the more difficulty
the struggling reader has with the task of reading.
 The more difficult the task; the less it is
performed.
 Therefore, the less able reader lacks the
proficiency to engage in free time reading.
What Factors Affect Vocabulary
Learning?
 Instruction that embraces wide reading and direct explanation of the
meanings of words through thought-provoking, interactive, engaging
lessons
 A students’ socioeconomic status plays an important role in the
vocabulary development
 A great deal of vocabulary is learned from wide reading and talking
about what is read, or from the natural-acquisition-of -words approach.
 Most of the words that appear in primary-grade books are usually part
of children’s speaking and listening vocabularies. This changes as
children are required to do more content-area reading from texts.
The Four Stages of Knowing a Word




Having never seen or heard the word;
Having heard the word, but not knowing what it
means;
Recognizing the word in context
Knowing and using the word
Concentrate your instruction on “almost
known” words in stages 2 and 3 to help
students to move into stage 4 knowing
and using the word.
The Three Tiers of Vocabulary
Instruction
 Important words to teach are words that are
critical to comprehending the text. If the word is
a high utility word and will be encountered often,
it should be taught.
 First tier~ school, hot, red, mother, cat, and
hospital
 Second Tier~ High utility words such as
convenient, general, moral, compromise
 Third Tier~ Words that are specific to the content
The Three Tiers of Vocabulary
Basic Words
(Tier 1 Words)
High-Utility
Words
(Tier 2 Words)
Technical Words
(Tier 3 Words)
forget
smoke
fall
lost
soda bottle
geologist
pressure
expand
erupt
prediction
tectonic plates
magma
mantle
lava
Teaching Tier Two Words
 Text Impressions
 Contextual Redefinition
 Example and Non Example
Text Impressions
Text Impressions invites students to review a list of words,
compose a paragraph using these words, and engage in
discussion on a topic they are about to study.
Select 10 to 20 words/phrases
– List the words and phrases vertically
– Read through the words and phrases with the students
– Invite the students to make general predictions about the
topic by using the words.
– Write a collaborative paragraph connecting the words and
phrases.
– Read the assigned text and add a sticky note to each page
where the tier 2 word appears.
– When the students have finished reading, they should revisit
their paragraphs to summarize, make revisions based on the
new information, or add illustrations.
– Ask, “How did using Tier 2 words increase the quality of the
writing?”
Contextual Redefinition
Words
geologist
0=Don’t
Know
1=Have
heard
2= Know &
use
Predicted
Meaning
Before
Reading
Meaning
After
Reading
Context
Clues
Example and Non-Example
This strategy helps students analyze and practice
essential characteristics of Tier 2 words while
eliminating nonessential characteristics (Frayer,
Frederick, & Klausmeier, 1969; Tierney, et al.,
1995; Brassell & Flood, 2004)
Example and Non Example
• Select five to eight Tier 2 words from the targeted text.
• Write each word, a definition, and an example or situation on a separate
index card for partner groups or on a transparency or chart for a larger group
of students.
• Write additional examples and non-examples of each word
• Give students a blank vocabulary sheet and the students will complete
columns 1,2, and 3 on the vocabulary sheet.
• When all examples and non-examples have been completed, have a class
discussion of what information prompted their decisions.
• Read the assigned text together and use sticky notes to mark the Tier 2
words.
• Use the text to complete the Text-Content column of the chart.
• Once they are comfortable with a word, have them work with their partner or
group using the text content, dictionary, and thesaurus to write their own
examples and non-examples.
geologist
Definition:
Example:
Nonexample:
TextContent:
A scientist who
studies the
structure of the
earth’s crust, its
layers, and rock
formations is a
geologist.
Some scientists
have studied the
layers of rock in
the Grand
Canyon to see
when they were
formed.
Some scientists
study plants that
grow on the
earth’s surface.
Geologists who
repeated
surveys of Mount
St. Helen’s
during April and
May showed the
bulge was
growing
northward at an
average rate of
about five feet
per day.
Bibliography
 Beck, I, McKeown, M.G. & Kucan, L.(2002).
Bringing Words to Life. The Guilford Press,
New York.
 Block, C., &Mangieri, J.N.(2006).The
Vocabulary Enriched Classroom. Scholastic,
New York.
Presented by
Cynthia Kennedy
Literacy Resource Specialist