Transcript Vocabulary PPT Adapted from Reading First Module 2-8

Enhancing Vocabulary To
Unlock The Treasures of Text
Adapted by Jane Cook,
EASTCONN Literacy & Technology Coach
from a Training Module Developed & Presented for
The CT State Department of Education
Reading First Professional Development
By:
Trisha D’Amore & Maria Driend
C.E.S. Literacy Coordinators
Instructional content should include
instruction in:
 phonemic awareness
 systematic, explicit phonics
 vocabulary
 text comprehension
 fluency
Vocabulary Instruction
• Oral vocabulary is a key to
learning to make the transition
from oral to written forms
• Reading vocabulary is crucial
to the comprehension of a
skilled reader
Report of the National Reading Panel, 2000
www.nifl.gov/partnershipforreading
What is Vocabulary?
• Broadly defined, vocabulary is
knowledge of words and word meanings.
However, vocabulary is more complex than
this definition suggests.
First, words come in two forms:
oral (spoken) and written (print).
We need to create a verbal environment
that is word awareness within and
beyond school. (Sprinkling the
environment generously with words.)
This is done by…
Instruction needs to be interactive and
motivating.
What Does the Research Say?
“Our knowledge of words
…determines how we
understand texts, define
ourselves for others, and
define the way we see the
world.”
STAHL, 1999
What Does the Research Say?
Isabel Beck, Professor of Education at the School of
Education at the University of Pittsburgh states that:
• It is clear that a large and rich vocabulary is the hallmark
of an educated individual. (Beck, McKeown & Kucan,
2002)
• Vocabulary knowledge is strongly related to reading
proficiency and school achievement. (Beck, McKeown &
Kucan, 2002)
• There are profound differences in vocabulary knowledge
among learners from different ability or socioeconomic
(SES) group from toddlers through high school. (Beck,
McKeown & Kucan, 2002)
• First-grade children from higher SES groups knew twice
as many words as lower SES children (Graves & Slater,
1987).
What Does the Research Say?
• High-knowledge third graders had vocabularies equal to
low-performing 12th graders (Smith, 1941).
• High school seniors near the top of their class knew
about four times as many words as their lowerperforming classmates. (Smith, 1941)
• Most frightening is that once established, such
differences appear difficult to ameliorate. (Biemiller,
1999; Hart & Risley, 1995)
• Teachers must make vocabulary instruction robust,
vigorous, strong and powerful to be effective. (Beck,
McKeown & Kucan, 2002)
Bringing Words to Life: Robust Vocabulary Instruction
by Isabel Beck, Margaret G. McKeown and Linda Kucan (2002)
Four Categories of
Natural Contexts
Misdirective Nondirective
Contexts
Contexts
General
Contexts
Directive
Contexts
Misdirective Contexts
Rather than revealing the meaning of the
target word, misdirective contexts seem to
direct the student to an incorrect meaning.
Sandra had won the dance contest,
and the audience’s cheers brought
her to the stage for an encore.
“Every step she takes is so perfect
and graceful,” Ginny said grudgingly
as she watched Sandra dance.
Beck, McKeown & Kucan (2002)
Nondirective Contexts
Nondirective contexts seem to be of no
assistance in directing the reader toward
any particular meaning for a word.
Dan heard the door open and
wondered who had arrived. He
couldn’t make out the voices.
Then he recognized the lumbering
footsteps on the stairs and knew it
was Aunt Grace.
Beck, McKeown & Kucan (2002)
General Contexts
General contexts seem to provide
enough information for the reader to
place the word in a general category.
Joe and Stan arrived at the party
at 7 o’clock. By 9:30, the evening
seemed to drag for Stan. But Joe
really seemed to be having a
good time at the party. “I wish I
could be as gregarious as he is,”
thought Stan.
Beck, McKeown & Kucan (2002)
Directive Contexts
Directive contexts seem likely to lead the
student to specific, correct meaning of the
word.
When the cat pounced on the dog, he
leapt up, yelping and knocked down a
shelf of books. The animals ran past
Wendy, tripping her. She cried out and
fell to the floor. As the noise and
confusion mounted, Mother hollered
upstairs, “What’s all that commotion?”
Beck, McKeown & Kucan (2002)
Levels of Word Knowledge
Know
Know it something
Have seen
well, can
about it,
or heard
explain it, can relate
the word
it to a
use it
situation
Do not
know
the word
A Simple Formative Vocabulary Assessment
(Dale, 1965; Beck, et al, 2002)
Words
Know it
well, can
explain it
and use it
Know
Have seen
something or heard
about it,
the word
can relate
it to a
situation
Do not
know the
word
Five Types of Vocabulary
1) Listening
2) Reading
3) Thinking
4) Speaking
5) Writing
Receptive
Expressive
Choosing Words to Teach
Words in our language have
different levels of utility. Isabel Beck
and her colleagues have developed
the concept of “tiers of words”
(Beck, et al, 2002).
Three Tier Vocabulary
• Tier One:
• basic vocabulary
• Tier Two:
• high frequency vocabulary
• Tier Three:
• limited use vocabulary
Tier One Vocabulary
Tier One consists of approximately
8,000 words. This is basic vocabulary
and rarely requires instructional
attention.
Examples:
clock
baby
happy
Tier Two Vocabulary
Tier Two words are of high frequency use.
About 7,000 words fall in this category and are
necessary for mature language.
These words come from a variety of domains.
Examples:
coincidence
industrious
absurd
fortunate
This tier has a powerful impact on comprehension.
Tier Three Vocabulary
Tier Three, limited use
vocabulary, is taught as the need
arises.
Example: The word
peninsula would be
taught during a
geography lesson.
Identifying Tier Two Words
1. Select words based
on importance and
utility….words that
appear frequently
across a variety of
domains. How
generally useful is
the word?
Identifying Tier Two Words
2. Pick words that
have instructional
potential. They
must have
connections to other
words and
concepts.
Identifying Tier Two Words
3. Conceptual Understanding…
Students understand the
general concept and can
precisely and specifically
describe the concept.
What do we teach?
 Words that the
child has a
concept for, but
does not know
 Words that
represent new
concepts
Searching for Tier Two Words
Silently read the passage in your
handout from Jack London’s The
Call of the Wild. Then write five
Tier Two words in the table below
the passage.
Tier Two Words
(High Frequency Words
Found in More Than One
Content Area)
Students’ Likely
Expressions
(Similar Words or
Concepts Already Known
to Students)
Tier Two Words
(High Frequency Words Found in More
Than One Content Area)
Students’ Likely Expressions
(Similar Words or Concepts Already
Known to Students)
With a partner(s), discuss why you chose those words as important Tier
Two words and talk about how you would use the concept of Tier Two
Words for your grade level and/or content area.
"I Love the Look of Words"
Maya Angelou ©1993
Popcorn leaps, popping from the floor
of a hot black skillet
and into my mouth.
Black words leap,
snapping from the white
page. Rushing into my eyes. Sliding
into my brain which gobbles them
the way my tongue and teeth
chomp the buttered popcorn.
When I have stopped reading,
ideas from the words stay stuck
in my mind, like the sweet
smell of butter perfuming my
fingers long after the popcorn
is finished.
I love the book and the look of words
the weight of ideas that popped into my mind
I love the tracks
of new thinking in my mind.
The Importance of Words…
“The difference between the
almost right word and the right
word is really a large matter‘tis the difference between the
lightning bug and the lightning.”
Mark Twain