Transcript Vocab Choosing Words Part1

Vocabulary Instruction
Some ideas from:
Beck, I., McKeown, M., & Kucan, L.
(2002). Bringing words to life: Robust
vocabulary instruction. New York:
Guilford.
What does it mean to
KNOW a word?
What does it mean to
know a word?
Word
portend
appropriation
sycophant
tyranny
Know it well, Know
can explain
something
it, use it
about it, can
relate it to a
situation
Have seen
or heard
the word
Do not know
the word
Conditions for learning words
from context
• Students must read widely to encounter
unfamiliar words
– Many students in need of vocabulary
development don’t read widely, or don’t read
books that include words with which they are
unfamiliar
• Students must have skills to infer meanings of
words from context
– Many students in need of vocabulary
development are less able to derive information
from context
• Context needs to be informative of word meaning
The challenge…
• There are too many words to teach!
– Students encounter so many new words
in reading, how could we teach them all?
• Not all words need attention
• Not all words should be treated equally
Choosing words to teach
• Tier One words: Most basic words,
rarely require instruction (cake,
street, walk, jump)
• Tier Three words: Words that are
low frequency, or are domain specific
(isotope, woof, peninsula), probably
learned best when needed in content
Tier Two words
• High frequency words for mature language users
• Words that would be found across a variety of
domains
• Words that can be worked with in a variety of
ways so that students can build rich
representations of them and their connections to
other words and concepts
• Words for which students understand the general
concept, but would provide more precision in use
• e.g. astonished, coincidence, absurd, scrumptious
–
Mad: frustrated, angry, disturbed …
Identifying Tier Two Words
• Read through the text
• Choose words you think are likely to
appear in texts or in the talk of
mature language users
• Think about whether the students
already have ways to express the
concepts presented by the words
Identifying Tier Two Words
Johnny Harrington was a kind master who
treated his servants fairly. He was also a
successful wool merchant, and his business
required that he travel often. In his
absence, his servants would tend to the
fields and cattle and maintain the upkeep of
his mansion. They performed their duties
happily, for they felt fortunate to have
such a benevolent and trusting master.
Identifying Tier Two Words
Johnny Harrington was a kind master who
treated his servants fairly. He was also a
successful wool merchant, and his business
required that he travel often. In his
absence, his servants would tend to the
fields and cattle and maintain the upkeep of
his mansion. They performed their duties
happily, for they felt fortunate to have
such a benevolent and trusting master.
Tier Two Words
merchant
required
tend
performed
fortunate
Students’ likely
Explanation
Selecting which Tier Two
words to teach
• Which words will be most useful in helping
students understand the story, paragraph,
or other piece?
• Which words are general but sophisticated
words?
• How many words can the students
successfully handle learning in a rich way?
• Which words will you give brief attention
to, and which more elaborate attention?
Choosing words that aren’t
there
• Many children’s books use simple
vocabulary
• Choose related Tier Two words whose
concepts fit with the story
• For example, a character who is acting silly
can be “absurd,” a character who is
showing off can be trying to “impress”
someone.
Words that aren’t there
Idea
Two-Tiered Word
• Mmm good
• Ate all the
cookies quickly
• Very hungry
•
Are the words too hard?
• If the words that you use to explain
the target word to the students are
too hard, the word is too hard.
• Will the students be likely to use the
word in their day-to-day lives? If
not, choose a different word.
Choosing Words
Try it Out….
The Pooka of the Allihies (An old
Irish folk tale about evil spirits)
Developing student-friendly definitions
• Characterize the word and how it
is typically used
• Explain the meaning in everyday language
Characterize the Word
• Explanation should be as particular as
possible (When do I use this word
particularly? Why do we have such a
word?)
– Tamper: Defined as, “to interfere in a secret
or incorrect way.” Could be construed as
meddling. Does not get at the idea of messing
something up in a sinister way.
– Student friendly explanation: “to change
something secretly so that it doesn’t work
properly or becomes harmful.”
Explaining Meaning in Everyday
Way
• Ally: Defined as, “one associated with
another”
– What is association?
• Student friendly explanation: “somebody who does
things with you”
• Does that characterize “ally”?
– Doesn’t get at main characteristic of helping in
a common cause
• Better student friendly explanation: “Someone who
helps you in what you are trying to do, especially
when there are other people who are against you.”